^ AND PICTURE 

A CHAUTAUOUA SKETCH-BOOK 




I AMES T. EDWARDS 



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LIBRARY OF CONGRESS. 

Chap£l3r.<^ Copyright No. 

UNITED STATES OF AMERICA. 




THE I'lER HOrSE, AS SEEN FROM .MILI,ER TARK. 



PEN AND PICTURE 



A CHAUTAUQUA SKETCH-BOOK 



J. T. liDWARDS. D.D., LL.D. 

Author of '• The Grass Family :' •' Si/fa of Chautauqua Laker '-Addresses: Edueatioiia/, Potitiea/, Seieiitifte, /^e/igious. 



M DCCC XCVI 

MEADVILLE FENXA : FLOOD AND VINCENT 
Cbe (arbautauqua-sarcntutp i^rtH 




Copyriafht, 1896 
By Flood & Vincent 






The Chautauqua- Cotlury Press, .'\fcadz'i//e. Pa.. ['. S. A. Eleetrotyped, Priii/ed, am/ Pound by J-7oud t^f I'liieeiit 



INTRODUCTION. 

This volume has been prepared for two classes of persons, namely, those who visit Chautauqua, and the many who 
would like to do so, but cannot. The former may desire to carry away with them some mementos of scenes which have be- 
come pleasantly associated with their best thoughts and aspirations ; and the latter — an ever-increasing multitude — will wish 
to obtain a clear impression of a place now become famous, and of a scheme for popular improvement which marks a distinct 
and inijjortant phase of educational progress. 

The articles upon the several departments were written by persons who ha\e been prominently connectetl with this move- 
ment, and although brief, when taken together present a comprehensive \'iew of this unique enterprise. 

Mention should be made of the courtesy of the editors and publishers of The Forum for permission to reproduce portions 
of an article by Professor Albert S. Cook, and also of The Cosmopolitan for the use of an article by the late Professor Boyesen. 

J. T. E. 
MeDonofi:h Insti/iilc. AfeDonoffh, Md., November /o, iSg6. 



TABLE OF CONTENTS. 

FAGE 

The Place ....---------- 9 

The Beginning -..----------14 

The Chautaiiqua Idea .--.--------19 

Its Aims and Influence ------------26 

Historical Sketch -------------34 

Sunday-School Work at Chautauqua _.-------- 41 

Religion at Chautauqua __.--------- 47 

The Chautauqua System of Education - - - - - - - ■ ■ 5' 

The College in the Grove ------------5^ 

The Chautauqua Literary and Scientific Circle -------- 63 

Physical Education and Recreation -.--------68 

The Democracy of Chautauqua ...-.-----73 

Some Chautauqua Songs and Poems ...------- 78 

Recognition and Relations ...--------88 

List of Chaufauqua Assemblies -....------92 



The Pier House Frontispiece. 

Tlie Amphitheater Ravine 9 

Scene on tlie Nortli Lake Sliore 10 

Miller Park, near the I'ier 11 

A Chautauqua Creek 12 

A \'iew of the South Shore 13 

A Scene on the Lake 14 

A Chautauqua Scene 15 

The Lake Shore Drive 16 

Palestine Avenue looking toward the Pier 

House 17 

A Croquet Ground 18 

An Open-Air Lecture 19 

"Standing Room Only" 20 

A Sylvan Glen in the Midst of Chautauqua 21 

An Amphitheater Audience 23 

Near the Children's Temple at the Close 

of an Afternoon Concert 24 

A View from the Model of Palestine ... 25 

A Cottage in Winter Time 26 

The Tennis Grounds 27 

The Fountain near the Hall of Pliilosophy 28 

Palestine Avenue 29 

The Children's Tent 30 

A Group of Cottages 31 

A Rear View of the Amphitheater .... 32 

The Amphitheater 33 

A Sail on the Lake 34 

A Group of Buildings 35 

A Private Boat Landing ^6 



ILLUSTRATIONS. 

Office of the C. L. S. C 37 

Two Chautauqua Homes 3S 

Flower Girls in the Procession on Recog- 
nition Day 39 

The Boys' Club at Headquarters .... 40 

A Typical Chautauqua Cottage 41 

The Arcade 42 

Normal Hall 43 

Flower Girls entering the Amphitheater 

on Recognition Day 44 

Group of Flower Girls of the Recognition 

Day Procession 45 

Higgins Memorial Hall 46 

The Hall in the Grove 47 

The Golden Gate 48 

Building of the "Assembly Daily Herald" 49 
Wand Drill in the Annual E.xhibition, 

School of Physical Education 50 

A Lecture on the Model of Palestine . .51 

The Bathing Grounds 52 

Kellogg Memorial Hall 53 

On tlie Pier, the Landing of a Steamer . . 54 

The Hotel Athenwum 55 

A Children's Sand Pile near the Lake 

Shore 56 

The Boat Crews in Training 57 

In the Physical Laboratory 58 

The College of Liberal Arts 59 

An Afternoon Class in German 60 

The Flower Girls, Recognition Dav ... 61 



A Chautauqua Cottage 62 

The C. L. S. C. Union Class Building . . 63 
Flower Girls in the Procession on Recog- 
nition Day 64 

C. L. S. C. Procession at the Golden (late 65 
Graduate Classes in the Procession on 

Recognition Day 66 

The Flower Girls at Luncheon on Recog- 
nition Day 67 

A Chautauqua Sail-boat 68 

Class in Physical Culture 69 

The Boys' Club Cruiser, "The Dolphin" . 70 
A Gymnastic Class at the Annual E.x- 
hibition in the Amphitheater 71 

A Group of Beginners in the Bicycle 

.School 72 

Newsbovs of "The Chautauqua Assembly 

Herald" '.73 

' ' In Wading " 74 

Members of the Kindergarten out for a 

"Straw Ride" 75 

The Boys' Club Camp 76 

A Group of Children 77 

A Chautauqua Perspective 79 

A Group of Cottages 83 

In the Meadows near Chautauqua .... 87 

A Chautauqua Boat 8S 

The Baseball Grounds S9 

Chautauqua in Winter 90 

Pier and Lake from the Hotel Tower . . 91 



THE PLACE. 



THE Chautauqua Assembly has its home ou the sliady slopes of a " Fair Point" which projects into Chautauqua Lake, 
New York. Upon this spot has grown up a summer town with hundreds of cottages and numerous public buildings. 
Here are happily united the charms of nature and the comforts and refinements of life. Pure air and water, clean streets, 
electric lights, and drainage on the most scientific plan known, contribute to health of body, while the systematic provision 
for the delight and improvement of the mind is so ample and varied that every reasonable demand may be satisfied. 

The grounds extend for a mile along the 
shore of the lake and embrace about two hun- 
dred acres. They are heavily wooded and 
naturally terraced. 

More than sixty species of trees are grow- 
ing in this natural arboretum, many of them 
original occujsants of the soil. 

The sheet of water, on the shores of which 
this great movement for popular education be- 
gan, is worthy of more than passing notice, 
both on account of its physical features and the 
associations connected with it. 

A glance at the ri\er systems of New York 
reveals some curious facts. The state is 
adorned with many beautiful lalces, which, 
viewed in connection with her rivers, appear 




THE AMPHITHEATER RAVINE. 




like jewels strung on silver threads. Those of the Adirondack region are thus joined to the Hudson ; fifteen lakes of con- 
siderable size are connected with the Oswego ; several by short streams are united to the Genesee. The two last named 

ri\ers belong to the St. Lawrence system, while the charming little lakes which 
lie along the ridge in the extreme southwestern part of the state have an outlet 
into streams which run to the Gulf of Mexico. 

There is good reason to believe that some of the lakes in this region, and 
among them Chautauqua, in prehistoric times joined their waters to a river which 
ran northward and emptied into Lake Erie near what is now the site of Dunkirk. 
This "lost ri\-cr" was then also the path for the Alleghany, the course of which 
was changed near Warren, Pennsylvania. 

The situation of Chautauqua Lake is unique. It has a higher altitude than 
Mi.NLox iiir-. NORiH LAKE SHORE. jj„y other uavigablc lake east of the Mississippi. By e.xact measurement it is 

se\en hundred and nineteen feet above Lake Erie and twehe hundred and ninety-fne feet above sea level. Although lying 
near the northern boundary of our country and at such high ele\'ation, it unites with waters which reach our southern limit. 
The outlet issues at the southeastern end of the lake and enters Conewango Creek, which empties into the Alleghany 
River. 

The lake varies in width from one to two and a half miles, and is eighteen miles long. Few streams flow into it and it is 
supplied almost entirely by springs which rise from the bottom. Chemical analysis shows the water to be remarkably pure. 

The depth varies from si.x to ninety feet, being greatest near Long Point. E.xcellent sport is enjoyed here in catching 
muscallonge, se\eral kinds of bass, bullheads, and perch. The first named sometimes attain enormous size, weighing 
occasionally thirty anfl fortv pounds. 

A few years since wild fowl frequented the lake in great numbers in the spring and autumn, hut now generally seek more 
secluded haunts. 

Few landscapes are more pleasing than that presented by tlie fertile slopes which stretch gently away from the margin of 




MILLER PARK, NEAR THE PIER. 



this lovely lake. Farms in a hit;li slate i>f CLiltiwition, dotted with orchards, witli here and there remains of the ])rime\-al 
forest, form an ever-varyins; and beautiful panorama upon which the eye delights to linger. 

Nor do these shores lack the charm of legend and historical incident. Here once dwelt a race that antedated the 
Indians. Remains of the Mound-Builders have been found at Ashville, Bemus, Griiifith's Point, and Fluvanna. When 
discovered the ashes still remained upon their rude hearths, and sacred mica, copper ornaments, and weapons of war were 
mingled with the bones of their dead. 

In this locality and further west a powerful Indian tribe called Ehries li\ed until thev were exterminated by the warlike 
Iroquois. Ro\ing bands of Senecas afterward occupied this region. 

Till' name of La .Salle, the greatest explorer (_)f the West, is associ 
ated with this lake. Fi\e years before his tragic death he \ isitcd it 
while on his way to the headwaters of the Illinois, where two years 
before he had built a fort which, with sad foreboding, he named Cre\e 
Coeur (broken heart). 

Not less interesting are the associations connected with the \ i--it of 
Hien\ille de Celoron in 1749. This commander conducted an expedition 
to the West, of which he took possession in the name of the French 
king. Si.x leaden tablets with appropriate inscriptions setting foith the 
rights of France were buried in different parts of the territory claimed 
De Celoron' s party consisted of officers and cadets, twenty soldiers, one 
hundred and eightv Canadians, and forty-five Cherokees and Abanakcs 
I'hev made a jjortage from Barceh.ma, on Lake Erie, to the head ol 
ChautaiKiua Lake. One huntlred and forty-seven years ago, on the 23< 
expedition, conveyed in bark canoes, passed over this lake on the way to inaugurate a great contest for dominion in America. 

However beautiful and romantic the scenery of the many celebrated lakes of the Old World and the New, their greatest 




\ (, 11 \l TAUQU.A CREEK, 

July, this picturesque and somewhat formidable 



interest and charm are derived from their connection with human hfe and history. Windermere attracts us not by its size nor 
remarkable lovehness, for it is only fourteen miles long and one mile wide, and many other lakes surpass it in beauty — but 
every lover of literature would gladly 
visit its quiet shores because they ha\e 
been consecrated by the genius of the 
poets who liveil and wrote there. Po- 
etry and romance have made familiar 
the lakes of Scotland. Genesareth is 
only fourteen miles long and a feu- 
miles in width, and without imposing 
scenery, yet it li\es imperishably in the 
hearts of men on account of the hal- 
lowed associations which make it for- 
ever sacred. In like manner the great 
educational mu\ement begun and car- 
ried forward at Chautauqua has made 
this little lake famous both in our own 
country and in lands beyond the seas. 
Human interest strongly centers here 
because of the uplifting work here done 
for humanity. a view of the south shore. 




THE BEGINNING. 

By Hox. Lewis Miller. 

CH.AUT.AUOUA was founded for an enlarged recognition of the Word. What more appropriate than to find some beauti- 
ful plateau of nature's own building for its rostrum, with the sky for its frescoed ceiling, the continents for its floor, the 
camp-meeting spirit of pra\'er and praise for its rostrum exercises, the church-school for thought and development? It was, at 
the start, made catholic as to creeds ; not undenominational, but all-denominational — a place where each denomination or 
organizalion, as at the great feasts, brings its best contribution, which the jiarticular order would de\'elop, as a consecrated 
offering for magnifying God's word and work ; and when gathered, each to luring its strongest light, and with the lights blend- 
ing and the rays strengthened and focussed, with square and plumb, with compass and sun-dial, with telescope and 

microscope, with steam engine and telegraph, with laboratory and blackboard, 
with hammer and spade, search out the deep and hidden mysteries of the Book. 
The original intention was to make Chautauqua an international center — 
a ])I,ice where the highest officials in all spheres of life should come to give the 
liook that recognition which would magnify it in the eyes of all the people, so 
that every citizen throughout the land should have a higher appreciation of the 
church and church-school in their midst. The visit of that great general and 
statesman, Ulysses .S. Grant, while president of the United .States, had a sig- 
nificance beyond a mere general and pleasure-seeking purpose. \\'hen the 
|jresentation of the Bible, liy the Chancellor of Chautauqua, was made, the true 
purjiose became apparent. The acceptance of the Book by that illustrious man, 
in silence, may have had the appearance of indifference in interest ; but that 
great heart being too full of gratitude for utterance, silence became a higher 
tribute than words, and may it ever stand as a seal of humble and highest recognition. 

14 




.\ SCliM'. ON THK LAKE. 




A CHAUTAnjCA SCI Xi:, I (ii.Ki\(; TOWARD THE LAKE. 



It was the purpose that the scientist aiul statesman, the artisan and tradesman, should bring their latest and best to this 

^ : altar of consecration and praise ; that the tourist and pleasure-seeker 

CV' , should here stop and fmd their best place for re\-eries ; when thus 

strengthened, to return to their respecti\'e fields, and there, through the 
Near, wea\x' into the fiber of the home-work the newly gathered inspi- 
ration and strength. 

My past expericMice brings the conviction that the great want of 
humanity is recognition. 'IMie men of trade, factory, or field need the 
association of the theorist and [professions : the theorist and the pro- 
fessions need contact with the arts and artisan. This thought has not 
in it equality of ability, equality of weakh, equality of social power, but 
equality of consideration, of privileges, and of rights. The One who 
gave us and is himself the model of our Christian religion, could dispute 
with the lawyers and doctors at twelve years of age, but went on 
strengthening until he was thirty, before associating himself with the 
fishermen of Cialilee ; and not until the second year of his ministry was 
the multitude gathered on the mount for the great inaugural for com- 
mon humanity. The national spirit, as it gathers strength and great- 
ness, should endeavor to come nearer to and care more for the common citizen. 

.\s the arts mulliph-, and the facilit\- for producing with rapidity increases, the wants of all become more numerous. 
There must come U> the common citizen, if justice is done, more leisure, more pay, more knowledge, more pleasure. The 
belo\-ed Garfield, in his short, well-timed S])eech at Chautauqua, said, " It has been the struggle of the world to get more 
leisure, but it was left for Chautauqua lo show how to use it." 

Not the least of Chautauqua's mission is to develop and make more ])raciical the leaching of the Book as condensed in 

i6 




THE l..\KE SHORE DRIVE. 



the great commandment, " Love thy neighbor as thyself." All our schemes and steps of development must, if undertaken 
in a true spirit, have in them a common good for all. Three thoughts of the Bible are : Know the Lord ; Love the Lord ; 
Love thy neighbor as thyself. How pleasing now the thought, as the world is asked to take a survey oi the foundations of 
Chautauqua, that the public platform and pri- 
vate tent here were first consecrated by praise 
and adoration to God, that the first school for 
increased knowledge was the church-school, 
and that the gathered people sat and ate at one 
common table. May that spirit ever remain. 
This principle is fundamental in our Republic. 
The Declaration of Lidependence was an ins]ii- 
ration from hearts that saw clearly this need of 
human recognition. In this spirit the right of 
representation through the ballot is given to 
all our citizens. The right to the ballot brings 
with it the need of general intelligence ; our 
national and public schools are already a model 
for the Old World. The church-school must 
mold and guide the conscience and heart of 
each generation. 

We are in the midst of great problems 
and struggles — the right of the people to deal 
with the commonly accepted national ques- 
tions, such as temperance and Sabbath observ- 




ance, the rights of iiioperty, the rights of labor, the rights of trade, the rights of money, the rights of woman. These 
problems the present and near future must solve. Lovers of our common religion, lovers of our great Republic, lovers of 
humanity, must make conunon cause, must recognize the situation, and raise themselves to the magnitude of the occasion. 

Chautauqua must continue to perfonii her part. The churchman, the statesman, the humanitarian, must be brought 
on to her platform, and there, free from caste and party spirit, 
discass questions, solve problems, and inaugurate measures that 
will mold and inspire for the right. 

It must not be forgotten that the Chautauqua camp-meeting 
managers ga\e the Assembly movement a most hearty welcome, 
and, when its permanence was assured, deeded over their 
charter with its privileges and all their property to the managers 
of the Sunday-school Assembly. 

The Board of Trustees, selected from the different states 
of the Union and Canada, and as far as possible from all de- 
nominations, are men of wisdom and business integrity. They 
gather together as often as called, and give their most hearty 
and thoughtful consideration to all the interests of Chautauqua. 

Those whose love and self-sacrificing efforts have helped so 
much to make Chautauqua are too numerous to receive special 
mention. a croquet ground 




THE CHAUTAUQUA IDEA. 



By Bishop John H. Vincent. 

THE full-orbed "Chautauqua idea" must awaken in all genuine souls a fresh enthusiasm in true living, and bring rich 
and poor, learned and unlearned, into neighborship and comradeship, helpful and honorable to both. 

Education, once the peculiar privilege of the few, must in our best earthly estate become the valued possession of the 
many. It is a natural and inalienable right of human snuls. The gift of imagination, of memory, of reason, of invention, 
of constructixe and executive power, carries with it bdh prerogatiN-e and obligation. No man dare with impunity sur- 
render, as to himself, this endowment, nor deny to his neighbor the 
right and obligation which it involves. Given, intellectual potentiality; 
required, intellectual discipline and power. The law holds among lead- 
ers of thought, teachers, and law-makers ; among nobles and the favor- 
ites of fortune. It holds no less among the lowly— tlie plebeians and 
]3easants of society. 

Diversity in the direction of talent and difference in degree, to- 
gether with inequalities of social condition, may modify the demand 
upon the individual for culture and ser\'ice ; but the utter neglect of 
intellectual capacity is criminal, whether it be by menial or millionaire. 
It in\-ol\es a wrong to self, to the family, to the state ; to self, since it 
leaves him blind whom God created to enjoy the light ; to the family, 
since it turns him into a jshysical or conmiercial machine whom God 
appointed to be a companion and comforter ; to the state, since it makes 
him a mere figurehead— whether of clay or gold— whom God intended to be a counsellor and heli.er, and to "have 
dominion" according to the measure of his power. No man has a right to neglect his personal education, whether he be 




AN OPEN-AIR LECTURE. 



prince or plowboy, broker or hod-carrier. He needs knowledge, and the wisdimi which makes knowledge available. 
Where the power lies, there rests responsibility for its use. Circumstances seem to favor the prince, and to be against the 
plowboy ; but, after all, the latter, overcoming adverse conditions, may acquire an education worth a great deal more to the 
world than that of the prince with his opportunities. Struggle against what men call fate brings power. One hour of 
study everv day, with heroic purpose, may prove more valuable to the student than five hours a day of easy memorizing 
and reciting. The prince may complete his course in a few years, and, having "finished," graduate. The plowboy, 
moving slowly, may require four times the number of years to cover the same ground : but that length of time may be an 
advantage to the humble student ; and the long hours of manual labor may be enriched by thought, and thus ma_\- knowl- 
edge gain a firmer hold and its vitalizing power be increased. 

Chautauqua has a work to do for college graduates. It enters 
protest against the suspension of intellectual effort \\hen the com- 
pulsory regime of the recitation room has been remitted — a fault 
so common and so pernicious that college men themselves fre- 
quently bring into disrepute the college system. Intellectual 
activity must be continuous in order to promote intellectual health 
and efficiency. College life is the vestibule to a great temple. 
He who crosses its pavement and reads the inscriptions on its 
doors, but goes no farther, might as well nexx-r ha\-e entered the 
campus at all. T(jo many suspend literary jiursuit when the 
diploma is won and the world of business ojjcns before them. 
Chautauqua provides for such as these incentives to a personal re- 
view of the entire college curriculum in a series of English read- 
ings. It urges them to prosecute advanced courses of study, and suggests a plan by which college prestige and power may 
be used in helping le.ss fa\ored neighbors who desire education. This last class is large. It is made up of eager minds 




'STANDING ROOM 



I HE A.MPHITHEATER. 







A SYLVAN GLEN IN THE MIDST OF CHAUTAUQUA. 



who need direction and encouragenient. Tliey would ask questions, and i^ratefully accept assistance, if college graduates 
would simjih' jjlace themsehx's within reach. 

Chautauqua has therefore a message and a mission for the times. It e.xalts education — the mental, social, moral, and 
religious culture of all who have mental, social, moral, and religious faculties ; of all, everywhere, without exception. It aims 
to promote a combination of the old domestic, religious, educational, and industrial agencies ; to take people on all sides of 
their natures, and cultivate them s\nimetrically, making men, women, and children everywhere more afTectionate and sympa- 
thetic as members of a famih' : more conscientious and reverent as worshipers together of a true God ; more intelligent and 
thoughtful as students in a uni\erse of ideas ; and more industrious, economical, just, and generous as members of society 
in ,1 work-a-day world. The theory of Chautauqua is that life is one, and that religion belongs everywhere. Our people, 
yoiuig and old, should consider educational advantages as so many religious opportunities. Every day should be sacred. 
The schoolhouse should be God's house. There should be no break between Sabbaths. The cable of di\'ine moti\'e should 
stretch through seven days, touching with its sanctifving power every hour of every day. 

Kitchen work, farm work, shop work, as well as school work, are di\'ine. They hide rare pearls in their rough shells. 
They are means of discipline in the highest qualities of character, and through them come some of the 
greatest and mightiest energies from the hea\'ens. People should be guarded against that baleful heresy 
that, when they leave the hour of song, prayer, and revival power, and go to homely service in shop or 
tield, they are imperiling s])iritual life, as though only so-called sacred services could conserve it. 

We need an alliance and a hearty cooperation of home, jiuljiit, 
school, and shop — an alliance consecrated to uni\ersal culture for 
young and old : for all the days and weeks of all the years ; for all 
the varied faculties of the soul, and in all the possible relations of life. 

Chautauqua teaches that each of these institutions embodies and 
re|)resents an idea, and that every man needs in his own life these 
representative ideas — the home idea of mutual love and tenderness ; ;■; 




the church idea of reverence and con- 
scientiousness ; the school idea of per- 
sonal culture ; and the shop idea of 
diligence, economy, and mutual help. 
The young and the old need these 
things. The rich and the poor need 
them. Capital and labor need them. 
The educated and the illiterate need 
them. Chautauqua says, therefore : 
Give them to the people. Hold up 
high standards of attainment. .Show 
the learned their limitations and the 
illiterate their possibilities. Chautau- 
qua pleads for a universal education, 
for ])lans of reading and study, for 
legitimate enticements and incitements 
to ambition, for all necessary adapta- 
tions as to time and topics, for ideal associations which shall at once e.xcite the imagination and set the heart aglow. 
Chautauqua stretches over the land a magnificent temple, broad as the continent. lofty as the heavens, into which homes, 
churches, schools, and shops may buikl themselves as parts of a splendid uni\ersity in which people of all ages ancl conditions 
may be enrolled as students. It says : Unify such eager and various multitudes. Let them read the same books, think 
along the same lines, sing the same songs, observe the same sacred days — days consecrated to the delights of a lofty intel- 
lectual and spiritual life. Let the course of prescribed reading be broad and comprehensive ; limited in its first general sur- 
vey of the wide world of knowledge ; opening out into special courses, according to the reader's development, taste, and 

23 




AN .\MI'H1 rlli;AI I k .\l r>IENCE. 



opportunity. Sliow people out of school what wonders people out of school may accomplish. .Show people no lon;.^er 

yount; that the mind reaches its maturity lonj; after the school days end, and that some of the best intellectual and literary 

labor is performed in and beyond middle life. College halls are not the 
only place for prosecuting courses of study. College facilities are not 
the only opportunities for securing an education. A college is possible 
in e\erydav life if one choose to use it ; a collegeii house, shop, street, 
farm, market, for rich and poor, the curriculum of which runs through 
the whole of life ; a college that trains men and women e\ery where to 
read and think and talk and do ; and to read, think, talk, and do with a 
purpose, and that purpose that they may be ; a college that trains indo- 
lent people to work with their own hands ; trains people who work with 
their hands to work also with their brains — to think in their work, to 
think for their work, and to make other people work and think. 

A plan of this kind, simple in its provisions, limited in its require- 
ments, accepted by adults, prosecuted with purpose, appealing to the 

imagination and to the conscience, must work miracles, intellectual, social, and religious, in household, neighborhood, and 

nation. And this is "the Chautauqua idea." 




.M:..\R IIIL CHILDREXS TEMPLE W THE cLi 
.AFTERXDOX CONCERT. 




A VIEW FROM THE MODEL OF PALESTINE. 



ITS AIMS AND INFLUENCE. 

By Professor Albert S. Cook, of Yale University. 

WHAT is the Chautauqua idea ? As nearly as I can formulate it, it is something like this : A fraternal, enthusiastic, 
methodical, and sustained attempt to elevate, enrich, and inspire the individual life in its entirety, by an appeal to the 
curiositv, hopefulness, and ambition of those who would otherwise be debarred from the greatest opportunities of culture and 
spiritual advancement. To this end, all uplifting and stimulating forces, whether secular or religious, are made to conspire 
in their impact upon the person whose weal is sought. He is made to feel that his self-improvement will be reflected in the 

greater refinement and cheer of his home, and thus the striving after a 
larger and sweeter life is entwined with his domestic affections. He is 
e.xhorted to meet with others in local circles ; to give them the ben- 
efit of his counsels and superior knowledge if he is further advanced 
than they : and to obtain impulse and direction from them if he is as 
yet but a novice. In this way his social instincts are appealed to and 
cultivated, and the result is the infusion of a greater charm into neigh- 
borhood life. These circles are frequently connected with one or several 
churches, and thus religion is introduced to hallow and reenforce an in- 
spiration to which it may at first have seemed alien. He is led to 
expect and demand assistance in his intellectual endeavors from experts 
at a distance, and thus has his sense of human fellowship quickened, his 
reverence for learning and benevolence increased, and his feeling for national unity deepened. E\ery year he has the 
ojiportnnity, at Chautauqua, of meeting the leaders to whom he owes so much ; to appreciate more keenly the reality of 
lluir personal interest in him ; to resolve his doubts and difficulties by the asking of questions ; to listen to lectures by 
men eminent in every walk of life ; to enter classes in subjects which he is qualified to pursue ; and to have his heart warmed 

26 




.^ COTT.XGE IN WINTER TIME. 




THE TENNIS GROUNDS. 



bv personal c.U.kI with a host nf llu.s. wh- an- ain,iu, at a higher life in the face of sin.ilar discouragements, but .-.t^. eq.ml 
aids with a common purpose, and therefore with fraternal sxanpathy. The agencies by which this transformatton of the „.d>- 
vidual life, of the home, and of the neighborhood, is effected are numerous and varied. Can we wonder that Chautaucit.a ,s 
a sacred and a blessed name to multitudes of Americans ? 

The charge of superficiality, brought against all the educational work of Chautauqua, has been a clitticult one to meet. 
It lies against U,e sun.ner school-the time is so short. It lies against the Correspondence College-there ts lack of the 
livin.. voice It lies against the C. L. .S. C- how can untrained minds, loosely held in an elastic organization, accomphsh 
anything of value? As to the stu.mer school, it .night be ,net by pointing to the character of its teachers. Is .t hkely that 
scholars of the reputation of Professor Seymour of Yale and -^ 
President Harper of Chicago would, year after year, deliberately |^ 
abet jirctcntious sciolism ? Would it be jjossible to get together |. 
at one session, as a f;iculty of history, four men like Professors ^ 
\..n Hoist, Moses, Herbert B. Adams, and George B. Adams 

in a sham college which had been before the public for fifteen 

years, and which satisfied the hunger of its students with only 

the east wind ? Professor Boyesen avers : 

•■ I watched this work with great interest, and can testily tliat it is 

by no means of a flimsy and superficial character. The linguistic in- 
struction, for instance, both in ancient and modern languages, was 

extremely efficient, and the students accomplished an amazing amount 

in the si.\ weeks that were at their disposal." 

I myself had students in Old English last summer who 

would work five or six hours a day at the subject. How should 

it be otherwise, when the class was largely composed of college 

professors and teachers in academies and high schools, teachers 

28 




THK FOUNTAIN NEAR THE HALL OK PHILOSOPHV. 



who had a luirpose in then- appli- 
cation ? At the end of the session I 
held an examination in the text-book 
- my "First Book in Old English" — 
in which several passed with credit. 
An average class of college juniors or 
seniors would not have done better as 
the result of half a year's study. 

But, after all is said, would it be 
surprising if Chautauqua were super- 
ficial — unless we can rebut the charge 
of superficiality brought against us as 
a nation? I open a C.erman philo- 
logical journal and read the following ; 
" One may say that a nation of si.xty- 
two million people produces only wealc 
sugar-and-water poems and journalistic 
articles. . . . The small numljer of 
scholars who fortunately do e.xist receive 
no small share of their inspiration from 
'effete and moribund Europe,' from Eng- 
land, Germany, and France, and bear no proportion to the mass of the people. Genius simply does not exist, and even talents 
too few." 

I attend a college commencement, and I hear President Dwight of Yale say : 

" I hold it true not only of colle;<e students, but of boys at school, and of adult men and women, that we live on one half or one i 
our available powers ; we might accomplish two or three times as much if we would." 

2Q 




I'ALliSllNE ,\VENUE. 



We are hearing a great deal, in tliese days, about the deficiencies in our pubhc scliools. The medical colleges — those 
which are afflicted with a deplorable lack of standards — have come in for their share of scathing criticism. I believe it is true 
that not even the theological seminaries have wholly escaped censure on this score. Who, then, is to cast the first stone, if 

these things be true ? And if they are not true in other instances, 
why should it be assumed that they are solely true when applied 
to Chautauqua ? But Bishojj \'incent, the inspiring genius of 
Chautauqua, grants that the criticism of Chautauqua is true. He 
says, " I prefer to concede at once the point at issue, and confess 
to the charge of ' superficiality ' in the work we attempt." But no 
one should read and quote this without reading and pondering the 
context. 

The fact is, superficiality is a matter of degree. The mere 
child is su[)crficial to the half-grown boy, the half-grown boy to 
the college student, he to his instructor, the instructor, mayhap, to 
a great specialist like Agassiz or Helmholtz or Gibbon or Grimm. 
Where shall we stop ? With the great specialist ? He would be 
the first to confess his own superficiality. W^as it not a great 
S|5ecialist who said of himself, "To myself I .seem to have been only like a boy ])la\ing on the seashore, and di\erting 
myself in now and then finding :i smoother pebble or a jirettier shell than ordinary, whilst the great ocean of trulli l.iy 
.all imdis<'o\ered hefore me"? 

United in other respects, we are not, as a people, homogeneous with respect to wisdom. We are, in our collective 
aspect, of all grades of crudity, ignorance, culture, and profundity. "Let him that thinketh he standeth, take heed lest he 
fall." In a democracv it is dangerous not to share your wisdom with the man who has less of it. In a democracy founded 
on the i)riiicli)le of universal brotherhood it is a shame to smile, with folded arms and superior air, when the deficiencies of 

3° 




THE CHILDREN'S TENT. 




A GROli- OF COTTAC.ILS 



your toiling, earnest brother are mentioned. It is a shame to scorn him 
who eagerly munches his half loaf while you are exulting in the fulness 
of bread. 

Tlu- atlenti\c reader will long ago have concluded that, although 
Chautauciua may be radical in some of its methods, it constitutes, on the 
whole, a profoundly conservative force. One who was on the Assembly 
grounds during the Chicago riot (1894) could not but realize this fact 
when thinking of the contrast lietween the two scenes and the two 
acli\ities. In the one, the artificial conditions of city life ; in the other, 
the holy calm of nature — the rippling lake, the cooling wind, the rustle 
of foliage, the glimpses of blue sky between waving trees as one looked 
away from a lecturer out through the open sides of hall or amphitheater. 
In the one, dissension ; in the other, harmony. In the one, strife o\er 
material things ; in the other, the distribution, in a hundred forms, of 
the Bread of Life. To be brief : in the one, greed, war, hate ; in the other, benevolence, peace, love. The spirit which 
animates Chautauqua must be our salvation from the demon of anarchy. More wisdom and more sympathy must be the 
antidote to ignorance and mutual hostilit\' ; and it is for the promotion of wisdom and synipath}- that Chautauqua stands. 

No account of Chautauqua would be complete without a word concerning the very pulse of the machine, John H. Vincent. 
He is spiritually minded, but possessed of an e.\traordinary fund of common sense. Patient, indefatigable, and decisive as an 
executive, he is winning and magnetic before an audience. He is a man of the people, and his heart goes oiU to them ; he 
tickles them with his hunior. warms them by his greeting, draws them by his symjjathy, and fires them with his ideals. He 
is not only recepti\e of advice, but seeks it from every source. He aims to be the channel through which humane impulses 
shall accomj)lish their beneficent work. He is two men in one. As an organizer of victory he has some of the characteristics 




A KKAk \in\V ill Till". AMI 



of N.poleon Yet he mi^ht equally be compared with such founders of medie^•al brotherhoods as Benedict or Francis 
of Assisi Comparisons like these must not, of course, be pressed. It is merely that certain qualities in him suggest then- 
consummate embodiment in such celebrated names. More often I think of him in the same breath .-.th Lincoln. "God 
must love the plain people, he has made so many of them," is a sentiment ascribed to the great president, and it is one that 
sounds equally appropriate in the mouth of the good bishop. Lincoln knew how to bide his time, and not prematurely 
advance the day of great things. Lm- 

coin rela.xed the severity of duty with ■ 

the kindly play of humor, and his aj)- 

proach to the people was largely ', ' 

through this channel. Habitually 
serene and good natured, he could be 
stern and resolute at need. Li all these 
respects I trace a likeness between the 
two men. It is given to both to be, in | ^ 

some sense — In different measure, it is \ . |*«|J^ips 
true — the conduits of destiny, or, ,i^ 

they would have preferred to say, of ^ 'jt'^ 

Providence. Both will l.)e remembered *"**^^^ 

for their patriotism, their humanity, the a.mphithl.u ek. 

their catholicitv, for Ijoth will have , • .■ n 

borne, though under different circumstances and in diflerent degrees, the burden of a people struggling upward, painfully 

and with many checks, to a serener \-ision and a larger life. 




2i 



HISTORICAL SKETCH. 

The; first Chautauqua Assembly began its session on the evening of August fourth, 1874, and closed on the morning of 
the eighteenth. 
It was originated by Lewis Miller and John H. Vincent. The meeting was both a revelation and an inspiration. The 
plan of substituting a grove for a building as a place for a great educational gathering for broad and systematic instruction 
and training, and the idea of combining a splendid array of talent drawn from all denominations, in an earnest effort to 
secure more thorough study of God's word, and a better knowledge of advanced methods of teaching, were original con- 

_^__ ceptions. The response that was made to this effort was a profound 

' ^ surprise. It revealed a great hunger for knowledge among the masses 
of our people of all ages and stations in life. It was the first great 
step toward a closer union of the home, the pulpit, the Sunday-school, 
and the secular school, with a view to that improvement of all classes 
and conditions for which this Chautauqua mo^'ement has become famous. 
Chautauqua has had great growth and e.xpansion, but has never 
known the feebleness and immaturity of infancy. It was strong from the 
first. In some respects the first Assembly has never been surpassed. 
^.^^^-.^ ., „ i The enthusiasm was great, the platform addresses were eloquent, the ser- 

mons masterly and spiritual ; the instruction was of a high order — in 
fact, a distinct ad\'ance in educational methods based upon the soundest 
principles of pedagogical science. The array of talent was remarkable. Nine men were present who were either then or 
afterward became bishops of the Methodist Episcopal Church : Simpson, Janes, Peck, Haven, Warren, Hurst, Fowler, 
Ninde, and \'incent, and with them were associated many of the most distinguished clergymen and teachers of all 
Protestant denominations. There were Gillette, Jacobs, John B. Gough, Drs. Talmage, Deems, Buckley, Worden, Trum- 
bull, Eddy, Curry, Crafts, Calkins, Wythe, Townsend, Marling, Ostrander, Knox, Presbrey, Freeman, Chapin, and others. 

34 




A S.\IL ON THE LAKE. 




A GROL'P OF BUILDINGS. 



There were iii attendance representatives from t\venty-li\e dil'ferent states, and I'runi Ontario, Nova Scotia, Scotland, Ireland, 
and India. At one session there were gathered one hundred and seventy-eight ministers, one hundred and twenty-five 
Sunday-school sujierintendents, and Sunday-school teachers in great numbers. 

At the end of the session of two weeks, two hundred persons presented themselves for a rigid examination in the studies 
which they had pursued. 

The dc\clopmcnt and ad\-ancement of Chautauqua have always been along the lines which were suggested in outline at 
the first Assembly. These embraced three fundamental ideas, namely: mental, moral, and social improvement; the best 
that scholarship has to give for the use of all ; and the consecration of all attainments by the cultivation of a reverent, 
religious spirit. These golden threads are woven tlirough the whole 
fabric of the Chautauqua system. 

In dwelling upon the great nio\-emcnt we may note ten distinct 
mile-stones which mark its educational progress, as follows : In 1878 
the Chautauqua Literary and Scientific Circle was organized. The next 
year the Teachers' Retreat, or School of Pedagogy, and the School of 
Languages were inaugurated. The School of Theology was granted a 
charter by the Legislature of New York in 18S1. In 1885 the state 
granted a charter to the Chautauqua University, with the usual powers. 
and among others, the right to establish college courses by corn- 
spondence. The Department of Physical Education was organized in 
1 886. Two years later the Chautauqua School of the English Bible w.i~ 
opened. The Chautauqua School of Music was fi.irmed in 1889. Uni\i_ 1 
sity Extension courses were made prominent in 1891. In addition to the-^' 
nine departments, in order to meet the increasing demand, special classi- 
in various arts ha\e been atldcd until thev now number about twenty. 




.\ I'RUAIL LU.VT L.XN'DING. 




The educational work (.-nibraces 
twelve distinct "Schools": Modern 
Languages and Literatures, Ancient 
Languages and .Literatures, English, 
Mathematics and Science, Social Sci- 
ence, Philosophy and Pedagogy, Sacred 
Literature, Fine Arts, Music, Expres- 
sion, Physical Culture, Practical Arts. 
The time occupied by the Assembly 
has been extended from two to eight 
weeks. The expansion in the general 
programme of the Assembly has not 
been less noticeable than the enlarge- 
ment of the educational scheme. The 
lectures and addresses cover an im 
mense field. Hardly any great edu- 
cational, social, political, or religious 
movement fails to obtain a hearing ; yet 
so catholic is the spirit of Chautauqua ■ ■ , , v\ t 

that the a,lvocates of the various reforms are always treated with fairness and consideration. There >s here, however, hberty 
without license, and all is conducted in accordance with the canons of good taste and the principles of the Chnst.an rehg.:.n. 
The music at Chautauqua, under such leaders as Sherwin, Case, Palmer, and others, has always been of a h>gh order. 
Accomplished soloists, vocal and instrumental, excellent bands, glee clubs, organists, pianists, and violin.sts have given great 
delight to vast audiences. There has gradt.allv been developed a thorough course of training in the var.ous departments of 



OFFICE OF THE CH.\UT.\UQUA LITER.VRY AND SCIENTIFIC CIRCLE. 



musical study and jjractice, including- instruction on various instruments, vocal culture, and the science of music. Volunteer 
singers form an immense choir, which, carefully drilled dailv Ii\' skillful instructors, renders successfully the best productions 
of the great masters. The concerts given from time to time, with their unusual array of talent and variety of jirogranime, 
form one of the most attractive features of each season. 

Abundant opportunity is afforded for denominational gatherings. There has been a special growth of clubs. Clubs for 
boys, girls, young people, women, ministers, and others, make ample provision for various ages and tastes, not forgetting the 
little ones, who ha\-e their charming kindergartens. 

Bishop Vincent, in forecasting the future, says : 

" As in the past, so in the future it must be the purpose of Chautauqua to maintain l)olh branches of its service at tlitir maximum of 
eflTectiveiK-ss. The scholastic work m\ist attract the specialist, and the popular work must continue to reach the people. Chautauiiua in its 

attempt to break loose from conventional ways, must cling, as in the beginning, 
and as I think through all her history, to those two essential elements : the 
promotion of spiritual life, and the highest culture of spiritually-minded people 
for most effective service in society. The tendency of the age is toward unity 
of effort i\i order to economy of force. Chautauqua has from the first put great 
stress upon the cooperation of agencies in education ; the home, the school, the 
pulpit, the pastorate, the lyceum, the press, and whatsoever besides can in any 
way make for the uplifting of humanity as a whole." 

Chautauqua has reached the period of permanence and perfected 
organization. This reason was once assigned for framing a consti- 
tution : "To the end that this may be a nation of laws and not of 
men." That wiiich does not crystallize into system and law does not 
long continue. 

It will never be known how great an amount of thought and labor 
has been expended in shaping and perfecting Chautauqua. Those who 
have had charge of its interests w^ere without precedents In- which to 
3S 




TWO CH.AUT.AUguA home;s. 




l\\ l-.K 1.IKI> IN I lil-. l'K< 



klv c p.,.\l I l«>.\ liA\ 



be guided, for the institution was furuieil on an original plan. The Board of Trustees has been composed of broad-minded, 
unselfish men, who have gix'en their time and talents in cooperation with the originators of this great enterprise. Neither the 
President, nor the Chancellor, nor any trustee has ever received any compensation or emolument for his labors. 

They have the satisfaction of knowing that the Chautauqua System of Popular Education has gone beyond the exper- 
imental stage and will continue to stand long after those who thus wisely and nobly builded ha\e passed away. 




THE HOYS' CLUB AT IIEADQl 'ARTKRS. 



SUNDAY-SCHOOL WORK AT CHAUTAUQUA. 



By the Rev. Jesse L. Hurlbut, D.D. 

IN the evolution of the Chautauqua idea, the original nucleus out of which all the varied departments have grown was the 
Normal class. The first session of the Chautauqua Assembly in 1874 was held preeminently for Sunday-scliool' teachers, and 
was intended to afford such preparation and training for teaching as would furnish them fur thorough and successful work in 
the Sunday-school. The Normal class was the principal class, though not the only one, held upon the grounds during the 
Assembly in 1S74, and a vast majority of the people who attended the Assembly were more or less interested in Sunday- 
school work. From this beginning, as an institution for the training of Sunday-school teachers, the Chautauqua system has 
broadened into the general field of education. 

Every teacher in the Sunday-school recognizes his need in two distinct directions. One is that of general Bible knowl- 
edge, and the other that of Sunday-school work. He needs, first of all, 
to know his Bible. Its history should roll like a panorama before his 
eyes ; its great men, from Abraham to St. Paul, should rise up like tall 
cedars in the forest of human life ; its lands should lie like an open map 
before his mental vision ; its institutions of government, of social life, 
and of religion, so different from those of our own age and world, should 
be clearly understood ; its great moral teachings should Ik- distinctly 
marked, and the fundamentals of its doctrinal truth shoukl be clearly 
outlined. These are the needs of every Sunday-school teacher with 
reference to the Bible. 

On another side, he has needs with regard to the work which he is 
to do. He must understand that delicate thing, the mind of a child, 
and the principles through which it is to be reached and instructed. 

41 




A TYPJCAI. CHAUTAUgUA COTTAGE. 



^-ap««»^^ 



He nn,st know what are the laws of study and the laws of teaching. He nu.t understand what the Sunday-school ,s, and ,ts 

o the church, to the hon.e, and to the secular school. There is a whole real, of study wUh ^^^^^^^^^^ ^ 

of the scholar at different ages, and the best methods of directing mental energy, tran.ng character, and awakentng the hfe 

spu'itual. 

In these two directions, the Word and the Work, the Sunday-school teacher 
needs thorough training in order that he may teach wisely and successfully. 

The original Chautauqua was held mainly for the purpose of giving such 
instruction to Sunday-school teachers. Old Chautauquans will remember the 
f„ur section tents which formerly stood around Miller Park, once the audito- 
rium of the Assembly. In these tents the Normal class met nearly every day 
, luring the earlier sessions. There members were assigned according to the 
letters' of the alphabet in the different tents. No one knew who were to teach 
the classes on any given day, and e^•ery effort was made to prevent the pupils 
rnKARcAUK. from following favorite teachers from tent to tent. So the students were kept 

alphabetically arranged, meeting in the same tent throughout the session, while the teachers were changed daily. ^^^^-^fY 
conferences of teachers were held for comparison of methods in instruction. Specimen teachers' meetings were also held on 
Sunday-school lessons, and model lessons were taught to selected classes. Bible readings were given, eventide con- 
ferences met ; and a large proportion of the lectures on the platform were in the lines of biblical teaching. 

The course of study for the earlier years of Chautauqua was contained in leaflets prepared by Dr. \ mcent and published 
in rUr Normal Oass m^a.i.e. These were revised several times and were finally issued as the ..Chautauqua Normal 
C.uide," the pioneer in material and in method of all the Normal te.xt-books issued since, and the one from which more ideas 
have been drawn than from any other collection of Sunday-school normal lessons. 

The printc-d r<,.„rt of the 'first Chautauqua Assembly shows that during the session twenty-two lectures were given on 
Sunday-school work and seven lectures upon the Bible; twenty-one meetings were held in the interest of the various 




dei)artmeiits of Sunday-school work, primary, intermediate, and senior ; eight Normal class conferences ; six sessions in each 
of the four Normal tents, making twenty-four sessions in all ; three teachers' meetings ; two specimen Sunday-school 
lessons ; and four Bible readings. At the close of the Assembly a written competitive examination was held in the open air. 
Fifty questions were printed upon a sheet and the competitors, nearly two hundred in number, wrote answers in presence of 
the conductor. One hundred and seventy-two papers were submitted, of which one hundred and forty-live passed a critical 
examination, and the successful students constituted the Class of 1S74, the first Normal class of the Chautauqua Assembly. 

During the first four years of the 
Assembly, no other meetings were 
allowed to be held at the hour of the 
Normal class, and every effort was 
made to make its attendance as large 
as possible. After the Children's Tem- 
ple was built, the four sections were 
held in the rooms surrounding the main 
room of that building. One year they 
were held in the balconies of the Amphi- 
theater ; then, for a couple of seasons, 
they were all combined into one class 
held in the Museum, and finally ob- 
tained a permanent habitation on the 
site where now stands the Normal Hall, 
which was built by the contributions of 
tlie Normal alumni. As the other de- 
partments of Chautauqua increased in nor.m \l h \ll 




miinlHr, of necessity the relative importance of the Normal class as a distinct institution declined. But it may be safely said 
that the interest in the study of the Bible, and even in its study for Sunday-school teaching, has kept pace with the growth 
of Chautauc]ua. Every year the daily sessions of the Normal class during the month of August are attended by more than 

three hundred people, who constitute the class, and in that and other classes for 
Bible study under the auspices of the college and the various educational de- 
partments, fully 2,000 people are studying every summer. 

One e\-ening has always been set apart at Chautauqua for the anniversary 
of the Normal Department. It is the evening of the illuminated fleet. On that 
night, about twilight, all the graduates of the Normal class meet at Normal 
Hall, and with them the Normal class of the current year. They march in pro- 
cession down the hill, and on Simjison Avenue are met by the members of the 
Chautauqua Literary and Scientific Circle. These form in open ranks and 
greet the Normal Department, as its members march through their lines, with 
the Chautauqua salute. The procession, led by the band, marches to the 
Amphitheater ; there exercises are held commemorative of the Normal Depart- 
ment, and afterward the day is closed by the splendor of the illuminated fleet. 
The graduates of the Normal class of Chautauqua number o\ er a thousand. 
They are to be found in every state of the Union and in almost e\-ery land of 
the earth. Many of them have established Normal classes in their own churches 
and have carried them on according to the Chautauqua plan ; so that the seed 
of Chautauqua has blossomed and borne fruit a hundred-fold. The present great interest in the thorough study of the Bible 
by .Sundav-school teachers, and the various plans for more efficient preparation for Sunday-school work, are all of them the 
outgrowth of the Chautauqua Normal Department. 

Just as the Chautauqua Literary and Scientific Circle is the greater Chautauqua, holdi 

44 




FLOWER GIRLS ENTERING THE AMPHI- 
THEATER ON RECOGNITION DAY. 



its sessions for nine months in 




GROUP OF FLOWER GIRLS OF THE RECOGNITION DAY PROCESSION. 



the year throughout the whole workl, .so there is a greater Normal class in the Chautauqua Normal course pursued by classes 
in hundreds, perhaps thousands, of Sunday-schools, and yearly conferring diplomas upon many students. The course of the 
Chautauqua Normal Union embraces four years of study — not of reading — with examinations, certificates, and a full diploma 
upon its completion. In nearly all the si.xty-four Chautauqua Assemblies held throughout the land a Normal class is 
established, and in most of them the Chautauqua course is pursued, so that the torch kindled almost a generation ago at 
Chautauqua now sheds its light throughout the land. 



A"* «"« « 





HIGGINS MEMORIAL HALL. 
46 



RELIGION AT CHAUTAUQUA. 

By the Rev. Benjamin M. Adams, D.D. 



THE religious department of Chautauqua includes the whole of it. It is bounded by its first idea— the Bible. The 
founders and workers came there to study and help others to study the Bible. 

The Sunday-school studies that book. To prepare Sunday-school teachers the better to do that, pilgrims come from all 
over the land and sit down together under the trees by the lake to " Study the Word and Works of God." 

As that study is the open door to all that is worth knowing in the world, leading out to all worlds seen and unseen, it 
was most natural that prayer should be a prominent feature in the beginning and progress of the enterprise, for, as Emerson 
well says, "Prayer is the mightiest mental stimulus in the universe." 

With the Bible and prayer, it was found there was great spur 
given to the intellect, affections, taste, and all fitting culture. The 
Literary and Scientific Circle, and every other educational movement 
having its birth here, was the outcome of religion. Chautauqua is re- 
ligious from the heart out, for the Bible is its center and circle. 

It is not a camp meeting, though many people camp out, preach, 
sing, and pray there ; yea, more, find it "God's house and heaven's 
gate." 

It is not a Christian convention, though in strictness it is Christian, 
and a convention, and all forms of Christian thought and work are 
there discussed. 

It is not a two months' Sunday-school convention, although all 
sorts of Sunday-school work are carefully studied and practical!)- 
illustrated. 



S^^^^^HHiP^^^^ - ^JSgA 






He ^ 


^MM 





THE HALL IN THE GROVE. 



47 



Il is not an imiTilciKiniinational coiis^rcss, altliou^Ii si'XTi'al (Icnoininalions ha\x- licaiUiuarU-rs ami houses st'l apart for 
denomiiuuiunal gatherings, and roiifemiccs of rcprcsentatixe miuisltTs and laymen arc not unusual. 



..#rr-''i^'' 







miC IJOLDKN GATE. 



It is not a scientific convention, although science rules high there 
every summer, in e\ery department of investigation. 

What is it then ? It is the harmonious gathering of all these 
things around one shining center, which illuminates the whole — 
religion. 

There are mirth, entertainments, enthusiasm, soeiahilitN', shows, 
and all thesi- tluly timed to reliexe the strain on mind and nerve. 
Nothing i^asses beyond decorum, because religion rules. The gates 
and docks are closed on the Sabbath day ; no traffic is allowed on 
l.md or water controlled by the managers. Men and women by 
thousands gather to worship ("lod. The great Amphitheater is 
crowded. The opening livnui, 

■•lli.ly, Holy, Holy, l.onl Cud .MniislUy ! " 
rendeied li\' the i;reat choir, organ, band, and thousands of people, is 
uorship of till' loftiest sort known in this \ale of tears, and the 
\'es])er .Sii\'ice is a little corner of heaxcn. In this meeting the 
gi'eal leaders of the moxement are at their bt'St. They seem never 
to speak or prav so well anywhere else. The \ery air is charged 
.^^■^§- with devotion, and as 

"Day is dying in the west" 
;uid \()u watch the dispersing crowds, there is on the faces seen and 



easily read the impress of high resolve and consecration. 



48 




l;riLI>lM, 111- TUK ASSKMiU.V DAII.V HI 



From tlie first organization the daily De\'oti(inal Hour has been observed. For years it has been held in the Amphi- 
theater, with audiences varying from two hundred to fifteen hundred. There is no recognition of denominational lines. 
" One Lord, one faith, one baptism " is the sentiment. To this meeting gather many from all parts of the country to sing, 
])ray, and testify. Requests for prayer are received and read. Special prayers are offered from time to time and remarkable 
answers are on record, showing the faith of the Chautauqua congregation. Now and then one is converted in the meeting. 
At the close of one Assembly the leader of the Devotional Hour had a list of over two hundred young men who professed to 
have been empowered for work in the Lord's vineyard through that meeting. Whether the Devotional Hour or Vesper 
Service or the great Sunday morning preachings reach the " high-tide mark," one or all, it is hard to tell ; but one thing is 
certain, these meetings in spirit and form would be impossible if Chautauqua were not profoundly religious. 




\V.-\NU DRILL IN THE .\NNU.-\L E.XHIBITION, SCHOOL OF PHYSICAL EDUCATION. 



THE CHAUTAUQUA SYSTEM OF EDUCATION. 



Iy George E. Vincent, Ph.D. 



THE function of Chautauqua in the educational system of the United .States is compensatory and supplementary. It 
could not if it would supplant or compete with institutions of the conventional type. It strives to do work which 
they either cannot or have not attempted to do, and the result of the Chautauqua methods has been to increase the 
interest of the people in the college and university. 

The principle now so generally accepted, that education is the privilege of all, young and old, rich and poor, that 
mental development is only begun in school and college, and should be continued through all of life, underlies the Chautauqua 
system. 

The first difificulty met in any plan for popular education ( as distinct 
from the public schools) is the apathy of the out-of-school multitudes. 
It is one thing to devise a system, quite another to set it at work. 

The attempt to overcome this inertia by means of home reading 
circles was made by Chautauqua first in 1878, and since that time fully 
220,000 have been enrolled. It is a sad comment upon human perse- 
verance that only about tweh'e per cent of that number ha\e completed 
the four years' course, yet, on the other hand, each one of these read- 
ers has devoted the spare hours of at least one year to the reading of 
good books. 

Judged by what was attempted, the Chautauqua Circle has done 
great service in disseminating good literature and inducing people to 
read it systematically. The device of a four years' course — including in 
general the subjects taught in college -the plan of classifying the read- a lecture on the .model of p.alestine. 





LTs who join in any gi\cn year, the aj)pointing of "Memorial 
Days," and the bestowing of certificates — often with piibhc 
exercises — at the completion of the course, all create sentiment 
and enthusiasm, which, if important to resident students, are all 
the more needed by those who, isolated in the routine of busy 
life, pursue self-imposed tasks. This department is fully de- 
scribed in the paper by Miss Kate F. Kimball in another part of 
this volume. 

The Summer Assembly in July and August of every year 
is planned in accordance with the principle followed by the 
Reading Circle. For the many there are popular lectures, 
concerts, entertainments ; for a somewhat less number there are 
philosophical, scientific, and literary lectures in progressive 
courses ; for the comparatively few are provided means for care- 
ful stud\- vuider able and well-known instructors. The Chautauqua Assembly should be judged not by its recreative exercises, 
but by its educational classes. The former attract the crowds from which the latter are recruited and the revenue from the 
many supports the higher departments. All these elements combine to form a community life which as a whole makes for 
intelligence and arouses interest in the higher education. It is noteworthy that the tendency among visitors is strongly in 
the direction of a prolonged stay as opposed to a brief outing. The Chautauqua Assembly is a colony rather than a resort. 

Of the sixty-four other Assemblies in various parts of the United States, it may be well to say that tliey sustain no 

organic relation to the original Chautauqua. Many of them are closely modeled after the parent Assembly ; others have 

simply taken the name and adopted a part of the plan, usually the so-called "popular features," which are chiefly important 

as a source of revenue. For any shortcomings of these independent Assemblies Chautauqua should not be held responsible. 

The plans so far described cannot, in conformity with conventional ideas or with the best standards, be called higher 



THE BATHING GROUNDS. 




KEI.LOC.G MEMORIAL IIAl.l., 




education. They promote the interests of the higher education to say the 
least, but should be neither overvalued nor underestimated. We ha\'e traced 
the system to the point where ambitious and thorough readers or students with 
a six weeks' summer vacation wish to undertake advanced study of a thorough 
character. 

The Collegiate Department is in session for six weeks at Chautauqua, and 
carries on correspondence work during the winter. 

The Collegiate Department, which is the outgrowth of various schools and 
classes established since 1874, has recently been reorganized and unified. The 
twelve schools into which the department is now divided are in close relations of 
cooperation and mutual reenforcement. The schools are as follows : English 
Language and Literature, Modern Languages, Classical Languages, Mathe- 
matics and Science, Social Sciences, Sacred Literature, Philosophy and Peda- 
gogy, Music, Fine Arts, Expression, Physical Education, and Practical Arts. The list of instructors includes professors or 
teachers from universities, colleges, or academies of good standing. Yale, Johns Hopkins, The L^niversity of Michigan, 
The University of Chicago, Dartmouth, etc., have all been represented during the past few years. 

The theory of the summer session is not that a language can be mastered in six weeks by some rapid method, hut that 
by concentration of attention u])on one or at tlie most two subjects, very decided progress is possible. For example, a 
sophomore in the average college recites three times each week in Greek, or in a term of three months he recites thirty-six 
times. A Chautauqua student who gi\'es himself up to Greek, reciting twice each day, or ten times per week for six weeks, 
will accomplish in one subject nearly two ordinary terms' work. The progress will be limited to one study, of course, but the 
gain both from actual accomplishment and from the economy of attention is far from insignificant. This department of 
Chautauqua, in short, offers for six weeks college privileges, recitation rooms, laboratory, reference library, contact with 
capable and live instructors, to two classes : (i) Those who cannot attend other institutions for a longer period, (2) Teachers 

54 



ON THE PIER, THE L.AXIilN'G OF .\ STEAMER. 



who want to observe the best methods of instruction put into actual practice. Through the hitter class especially this summer 
work exerts a wide and helphil influence. 

The Collegiate Department, through its correspondence system, directs the home study of students in all academic 
branches. In many instances the same professor is in charge of the summer teaching and winter correspondence of his 
department. It is not claimed that this method is equal to personal contact between pupil and teacher. There is a loss 
which cannot be compensated unless the correspondence student can attend the summer classes at Chautauqua or elsewhere. 
Yet by devoting more time to the work than the student in residence gives, the persevering and conscientious non-resident 
student may acquire mental disci- 
pline and knowledge which deserve 
recognition. 

Candidates for a degree must 
follow the curriculum laid down in 
the catalogue, and must pass a rigid, 
[lersonally supervised examination in 
each study. Up to this time only 
four degrees ha\-e been conferred 
under the University Charter 
(granted 18S2), and these were 
Ix-stowed onl)- after searching exam- 
ination, and ujion the recunimcn- 
dalion of all the instructors under 
whom the recipients had studied. 
No honorary degree has been or can 
be conferred under the rules of the the hotel ATHKNjaM. 




Board of Trustees. Those who ha\e the interests of Chautauqua in charge stand for the principle that conscientious non- 
resident work ought to be recognized, but that the reward, to be a true prize, must be held above reproach. 
The Collegiate Department also, under a charter granted to the Chautauqua School of Theology in 1887, gives corre- 
s])ondence instruction in the New Testament Greek, Hebrew, Doctrinal Theology, Practical Theology, and Historical 
Theology. The aim is to enable ministers in active church work to complete professional studies. Each department is 
in charge of an instructor of reputation. In order to obtain the degree B.D. the candidate must pass satisfactory, personally 
supervised examinations and obtain a certificate from each professor. The rule concerning honorary degrees holds good in 
the case of the School of Theology also. Seventeen degrees have been conferred under this charter. 

The Extension of University Teaching has been brought prominently before the people by Chautauqua. Since i88g. 

University Extension courses have been given at Chautauqua, and a 
few local courses have been carried on under the auspices of the Chau- 
tauqua College. Several leading universities have during the past few 
years undertaken this work which properly belongs to them. Chautau- 
qua has, howe\er, rendered important Her\'ice as a pioneer in this field of 
popular education. 

Chautauqua did not seek a charter for the sake of specious dignity 
and authority. It has been conservative and conscientious in using its 
power. This principle for which Chautauqua stood in 1882 has been 
recognized by the University of the State of New York, which now offers 
degrees on examination to non-resident students. The extension of this 
policy, on the part of colleges and universities generally, may eventually 
relieve Chautauqua from this responsible work, which is fraught with the 
danger of misconstruction and misrepresentation. 

Viewed as a whole, the Chautauqua system will be seen to have two 
56 




A CIULDRE.N'S SA.XD PILE NEAR THE LAKE SHORE. 



general divisions which are intimately related, the popular or Assembly Department, including the C. L. S. C. and the sum- 
mer lectures, concerts, clubs, and classes, and the Collegiate Department, devoted to the higher education both through 
residence study at Chautauqua and correspondence during the year. The two departments are mutually necessary. The one 
draws large classes within the reach of the other's influence, while the latter in turn brings authorities and specialists into 
close contact with popular audiences. Thus Chautauqua on the one hand reaches out to the people, and on the other to the 
universities and colleges, to the men and women who are leaders in the great activities of life, and seeks to draw together 
into relations of common interest and genuine confidence the great public, and those who under proper stimulus may be 
sources of intelligence, inspiration, and uplift to their fellowmen. The Chautauqua system is not merely an institution or piece 
of machinery for disseminating information, it is a potent force in ennobling and energizing individual and social ideals. 




^^j¥^rr^ 



^—iiiia t 



THE BO.\T CREWS IN TRAINING 



THE COLLEGE IN THE GROVE. 

Bv President William R, Harper, of the University of Chicago. 

T( ) define the aim of the Chautauqua College is but to say that it has its own unique part in the great aim of the 
Chautauqua movement, viz., to bring the greatest good to the greatest number. 
Much space might be consumed in relating the interesting historical details of the institution and growth of this par- 
ticular ])hase of Chautauqua ; the adjustment of college studies, college ideas, college methods, and college men and women, 
to the informality and irregularities of a summer outing. It is only just, however, to state that the work now so broad and 
(■om[)lete did not spring into existence all at once, but has grown gradually and rationally from the small beginnings in 1878, 
with a half dozen classes and a smaller number of instructors, to the present proportions (in 1895 a little less than fifty 
classes and si.xteen instructors). 

The present scope of the college work well deserves a more detailed description than can be given here. The de[xu-t- 
ments of instruction in the college proper are as follows : Classic Languages and Literatures, Modern Languages and 
Literatures, English Language and Literature, Political Science, History, .Sociology, Economics, Philosophy, Mathematics, 

and the Natural Sciences. This is an ambitious list of subjects, and were it not 
backed by instructors of a high order it would bring riilicule ujion the whole 
scheme. 

Here as elsewhere, therefore, the strength of the work lies in the quality of 
the instructors. While perhaps in an article of this nature it is not best to give a 
list of the names of all the distinguished teachers who have gi\-en courses at 
Chautauqua within the last ten years, a few well known to all may be said to 
represent the entire number : Professor Cook of Yale and Professor Winchester 
of Wesleyan University in English ; Professor Bowne of Boston University in 
Philosophy ; Professor H. B. Adams of Johns Hopkins, Professor Bernhard Moses 
58 




IN THE PHYSICAL LAI.^ 



of the University of California, and Professor 
Von Hoist of the University of Chicago, in 
Political Science and History ; Professor Sey- 
mour of Yale, Professor Richardson of the 
American School at Athens, and Professor 
D'Ooge of the University of Michigan, in 
Greek. While these men are taken as repre- 
sentative, it does not follow that the fifty others 
who might be mentioned ha\'e not done 
equally good work, though not so well known 
to the educational public. The fact is that 
the absolute independence of this section of 
the institution makes it possible to secure the 
largest variety, and renders it needless to re- 
tain any but the instructor who can gain the 
best results in his class-room work and in his 
relations to students. 

It has become a custom to specialize in one department each year to the extent of securing two, three, or four of 
the most representative teachers in the country in that particular field. In 1S94 History and Political Science received 
special emphasis, in 1895 English Language and Literature was chosen. In the specialized department a much larger 
number of courses is offered than in the regular department. 

Although the facts already given would lead one naturally to infer that the best methods of instruction are employed, a 
special word in regard to this may well be said. A method to be effectual must be adjustable. A plan of presentation or a 
choice of courses which could properly be given in an institution in which the students had a year or more before them 

59 




THE COLLEGE OF LIBERAL .\RTS. 




would hardly be useful in the short six weeks of summer vacation 
time. The teacher, therefore, who can compress his own work of 
presentation and can render it suggestive of future work, to be 
carried out after the student has returned to his home, is most suc- 
cessful. It has been proved, however, that no inconsiderable 
amount of work can be accomplished by the student while actually 
upon the ground. It has been clearly shown that by the concen- 
tration of all the attention for a brief time upon one subject more 
can be accomplished than by spreading the same amount of work 
over a longer time. Many of the classes at Chautauqua, therefore, 
especiallv the elementary classes in language, occupy two or more 
AX AKTiCR.NooN' CLASS ix i.i.KM \\ hours a day in class work, and still more in special drill work. 

Chautauqua lays no claim to special "quick or quack" methods. It simply gives equal results for an equal expenditure 
of time and energy under equally wise direction. The charge of superficiality, which has sometimes been made by those who 
were not conversant with the facts, is based upon the difficulty of making people who have not themselves tried it understand 
that two hours a day, five days in the week, for six weeks, means sixty hours of instruction. This, with the hours of study 
added, cannot fail to bring substantial results, and, at the same time, leave ample time for recreation. 

An objection to such summer work, which is more tenable, is that of lack of external facilities. Libraries and laboratories 
are essential to good work. This is true, but a working library need not necessarily be a large library, and the cooperation 
is such between Chautauqua and the New York State Library at Albany that an excellent list of reference books relating to 
every course given is secured as a loan each year. The difficulty in connection with laboratories for scientific work is not so 
easily overcome, but even here it is surprising how much can be done in Physics and Chemistry with simple a])paratus and 
pine tables. It will readily be seen also that in sciences like Botany, Zoology, or Geology, a positive advantage is gained 
from the summer flora, the water products, and the interesting and widely studied geological formations of Chautauqua 

60 



County. Indeed, the possibilities of growth in the department of liioher instruction are infinite. One's mind can rest in 
imagination upon large, commodious, and con\'enient buildings, a more adequate equipment, and a still more extensive 
curriculum. jVIeantime, however, it holds true that the inspiration needed by the seeker after knowledge does not belong 
wholly to his reference books, his laboratory facilities, or even the class instruction he receives. A large factor in education 
lies in the contact of the student with a great teacher. It matters not what his subject may be, if he be truly great his influ- 
ence will be felt. For those who do not come into daily contact with such lives during the year, Chautauqua holds a special 
privilege. 

A most interesting offshoot from 
the College is seen in what are now- 
known as the Schools of Sacred Liter- 
ature. The theory that the Bible as 
literature and as a revelation is worthy 
of the best treatment by instructors 
and students led to the application of 
scientific methods of study in this sub- 
ject. After a year or two it was deemed 
best to make this a separate depart- 
ment, and it now has its regular courses 
of instruction in the original tongues 
and in the English Bible, and its own 
faculty composed of specialists in bib- 
lical work. 

The Correspondence Department 
of tlie College should also receive men- 




tion. Through this the summer student may continue his work, some- 
times with the same, and ahvays with a good, instructor. 

Some one asks, Who are the summer students ? From what sec- 
tions and what classes do they come? The question can best be 
answered h^om the statistics of 1895, where we find that twenty-six states 
were represented, that teachers of all grades, college students, minis- 
ters, business and professional men, with their wives, were enrolled. 
The religious denominations were equally varied, and the ages of the 
students ranged from seventeen to se\enty, a truly cosmopolitan com- 
munity. 

Much is said about the " Chautauqua spirit," and nowhere is that 
mlefinable "spirit" made more manifest than in the College. Here 
till/ altruism of the teacher is wakened and given free play. What true 
teacher can withhold his time and sympathetic counsel from the student 
who comes, not because he must, as a part of his college course, but because he is eager to learn and is, in many cases, a 
teacher himself, and as such can take a teacher's point of view. The bonne camaraderie of the thousand students is also the 
result of this spirit, which gives or takes with equal courtesy and freedom, as occasion may require. Shall we not believe that 
much of this charm is due to the unique surroundings, the bracing air, the blue sky, the bluer lake, and the forest trees so 
straight and tall that one cannot regard them without an uplifting sense of the dignity of life in nature and in man, and a for- 
getfulness of the j)etty annoyances which make up the wear and tear of work elsewhere ? 




JUA COTTAGE. 



62 



THE CHAUTAUQUA LITERARY AND SCIENTIFIC CIRCLE. 

By Kate F. Kimball. 



NO small share of the interest of the Chautauqua summer gathering- centers about the work of the Literary and Scientific 
Circle, which permeates every part of the Chautauqua system. Its members form no inconsiderable proportion of the 
students in the Summer College, while the Assembly uses as a basis for its general courses in history, literature, art, and 
science the subjects which are to be treated in the C. L. S. C. course for the coming year. By this means not only are the 
actual members of the Reading Circle stimulated to fresh endea\'or and gradually led into the paths of the higher education, 
but multitudes who ha\-e viewed the summer program chiefly as a means of entertainment are awakened to an interest in the 
larger culture and through the systematic plan of the C. L. S. C. are able to crystallize that interest into definite achievement. 

During the first few weeks of the Assembly, when the work of the College is foremost in the season's program, the 
C. L. S. C. is held somewhat in abeyance, but beginning with an opening "Rallying Day" the last week in July, the circle 
with its daily councils and round tables comes steadily to the front, culminating on Recognition Day tow.ird t\n- clo.se of the 
Assembly, when all departments of the Chautauqua .Summer System 
combine to do honor to the graduating class. Aside from tlie councils 
and round tables, where delegates from the \-arious circles and indi- 
vidual readers meet for discussion of difiiculties and interchange of ideas, 
there are the purely social gatherings of the various classes, with occa- 
sional general receptions of the whole body of graduates or of under- 
graduates, these also culminating on the Reception Night shortly before 
Recognition Day, when each class is "at home" in its class building to 
every other class and much pleasant interchange of good fellowship is 
enjoyed. 

These features of Chautauqua life add much to its power. The 

63 




r.Mi IN I'L \ss 1; 




spirit of noblesse oblige brings people into a touch which broadens tlicir 
sympathies, makes them more tolerant and better fitted to knd a hand 
in the great world beyond the boundaries of Chautauqua. Yet in a 
sense Chautauqua has no boundaries, for the Reading Circle has long 
since girded the globe and the prophecy of a "wider yet and wider 
sweep" has already been fulfilled. It stands as the permanent and 
visible representative of Chautauqua, while the summer groves are silent 
and the drifting snows hold sway on the shores of the ciuiet lake. 

During the eighteen years which ha\e passed since the first C. L. 
S. C. class was organized in 1878 fully a quarter of a million of readers 
have been enrolled as members of the circle. Not all of these have 
carried through the entire course to completion, but with few exceptions 
those who Ikux- joined luue been actuated liy a desire for self- 
improvement and ha\-e voluntarily taken tiie first step to secure it. No 
less than tliirty-fi\x- thousand members have completed the four years' course, and it would be interesting were it possible 
to read the further story of these lives and see how far the stimulus of four years of training for the accomplishment of a 
fi.xed purpose has led them into higher fields of usefulness and influence. It is known, however, by countless testimonies, 
that the Chautauciua Reading Circle has laid its hand upon dormant lives and quickened them to effort, has proved a wise 
guide to perplexed but aspiring mortals, has sent hundreds of young men and women to college, and given to homes 
throughout the land in busy towns and quiet villages that breadth and sympathy which comes from a wider outlook. 

But beyond Chautauqua there are other Chautauquas. The sister Assemblies found in nearly every state in the Union 
are centers for the propagation of the Chautauqua System of Education, the keynote of which is, "the many, not the few." 
Here upon a smaller scale and with various local modifications are repeated many of the distinctive features of the mother 
Chautauqua, and although these Assemblies are entirely independent of the original Chautauqua, both in organization and 

64 



FLOWER r.lRI, 



IN" Till-: I'KOCKSSION UN" RIXOCMTION 
OAV. 



often in the method of their work, the C. L. S. C. serves as a tangible means of afifiUation and communication between them 
all, and while it gives strength to the local Assemblies enriches the whole Chautauqua movement by the experience which is 
gained through these various centers of influence. Every C. L. S. C. student who bears his share faithfully in sustaining the 
work of the local Assembly looks forward with no less loyalty to the time when he may spend a season at "Old Chautauqua." 
The original idea of the C. L. S. C. was not an elective system of reading but a definite four years' course with a specific 
end in view. The widespread need for a plan of this nature has been abundantly shown by the membership of the circle. 
The original plan has of course re- 
ceived such modifications as exper- 
ience showed were needed, but the 
essential background remains tlie same 
and the C. L. S. C. diploma to-day 
means quite as nmch as it has at any 
time in its history. The course as 
it stands la}-s emphatic stress upon 
the "American )-ear," in which no 
less than three of the five required 
books treat of some features of Ameri- 
can life. The "English year" in- 
cludes also the study of modern 
European history, the "French-Greek 
year," which, satisfying the desire of 
many for an acquaintance with the 
history and institutions of France, car- 
ries the student back also to the c. l. s. c. procession at the golden g.\te. 

65 




finintain-hoad of iiis|)ii-ation in art and letters, the Ii(f of ancient Greece. The " German-Roman year " links together the 
medieval and tlic modern a,i;e, and thus in k>ur years the student who has taken this lartjc view of yreat historical movements 
and seen them in their general relations to each other, may take n[) the special stnd\- of details with a true appreciation of 
their real significance. 

The Chautauqua Literary and Scientitic Circle has throughout its career received the most cordial and valued aitl from 
professors in manv unix'crsities, who ha\e planned and executed special courses of study and contributed in no slight degree 

to the efficiency of this work for the education of the people. Thousands of C. L. S. C. 
giatluatis have carried forwaril these special studies for many years and new courses are 
omstantl)' atlded to meet the great variety of needs which are presented. While mem- 
lurs of the Reading Circle are urged to form groups or circles for study whenexer pos- 
silile, so as to receive the benefit of mutual interchange of interest, the work is always 
planned with the needs of the individual reader clearly in mind. In these busy daj's 
when " he that runs iiiiist ri-ad," a [ilan flexible enough to tit in with the emergencies of 
lite is i-sseiuial. 

A small menihership lie of fifty cents [)uts every student of the four years' course 
in direct coimnunication with the central oiScc, and while for this sum it is not possible 
to carry on an e.xtendetl [lersonal correspondence with each member, yet much of valu- 
able suggestion is conveyed through the " Membership Book " and printed review papers 
enable the student to test his understanding of his work by committing his ideas to 
\\ riting. \'ct even this is not made an imperative obligation, for the C. L. S. C. recog- 
nizes that it has a large mission to a great class of readers who gain much from the habit 
(if thoughtful reading Init who would give up the battle were the recjuirements made more 
stringent. 

In the last analysis the education which a man gives to himself is the most potent, 
66 




GRADUATE CLASSES IN THE PROCES- 
SION ON RECOGNITION D.W. 



and if tlie Chautauqua Circle can awaken and guide and inspire men and women in a greater or less degree to earnest 
endeavor, it does more for humanity than by insistence upon a standard out of the reach of a large part of the world's toil- 
ers. The C. L. S. C. diploma is within the reach of any one who can read the English language and can cultivate the 
grace of perseverance. A glimpse of the C. L. S. C. graduating class at Chautauqua shows an assemblage of people 
whose experience of life has been of the most diverse character. Tried by too exacting a standard many would fall by the 
way, but as it is, one common impulse dominates them all : the aspiration to live the larger life of wider opportunity and a 
more liberal culture. 




THE FLOWER GIRLS AT LUNCHEON ON RECOGNITION DAY. 



PHYSICAL EDUCATION AND RECREATION. 

By Prof. W. G. Anderson, M.D. 

THE liberality and completeness of the Chautauqua System of Education are marked both by the attention given to the 
care of the body and by the facilities provided for rest and recreation. There are few summer schools where pupils 
and visitors can find so many ways of regaining or maintaining their health. At no university is there such a variety of pastime. 
Everv kind of legitimate summer sport and diversion, and all rational methods of bodily training, are placed at the disposal of 
those who come to Chautauqua. This is an ideal place for a summer school. The visitor, mentally fatigued by the lectures, 
concerts, recitations, dissertations, discussions, or lessons which fill up twelve hours of the twenty-four, can find a restful 
change by exercise in the new Gymnasium, by rowing or sailing. If he prefers the solitude of the groves, he can enjoy it. If 
the excitement of a game of baseball or lawn tennis is desirable, it is his by choice. Tin- merry bathers, with much laughter 

and sjilashing, invite him to join them. A group of bicyclers, about to start on . j, 

a spin down the lake, urge him to wheel with their number. But if by chance it 
happens that he does not know how to ride, the bicycle school is recommended. 
He can even indulge in the mild diversion of croquet. The fishing at Chautauqua 
Lake is at times fine. There is some hunting, with competent men to act as 
guides. Numerous camps are found near the Point. In fact, there are so many 
outdoor sports to enjoy that the visitor is sometimes at a loss which to choose. 

Many of the forms of physical diversion owe their existence to what is known 
as the Chautauqua School of Physical Education. All are more or less under the 
supervision and control of this department. 

The existence of the school was jiartly due to chance. In the year i8S6 Mr. 
Reinhart, the instructor in gymnastics at Chautauqua, being obliged to cancel his 
engagement for the summer, notified the authorities to that effect. Chancellor .•> ch.\li ai yi a s.ml-iid.m. 




Vincent wrote to Dr. Anderson, who 
was then director of physical training at 
the Adelphi Academy, in Brooklyn, 
asking that he fill the position until Mr. 
Reinhart was able to resume his duties. 
He accepted, and was ably assisted by 
Mr. Henry S. Anderson, who was in- 
structor in heavy gymnastics at the 
Brooklyn school. 

In addition to the school of gym- 
nastics, there was a new feature added 
to the curriculum in i8S6, namely : the 
military department for youth. The 
captain of tliis company was Mr. George 
Ehler of Cincinnati, a graduate from the 




CL.^SS IN PHYSICAL CULTURE. 



Westchester Military School. In addition to the regular classes, the new director made an effort to organize a normal 
class in physical training, with the result that three persons entered the class. 

^ From the small beginning in the old rink on tlie hill ten years ago has grown the Chautauqua School of Physical 
Training, which is now the largest in America. 

In 1889 the dei^artment was again enlarged and strengthened by the addition to its corps of teachers of the following 
persons : Dr. J. W. Seaver, of Yale Unix'ersity, accepted the position of lecturer on physiology, physical diagnosis and 
anthropometry ; Dr. Claes Enebuske, a Swede, now at the head of the Boston Normal School of Gymnastics, made his first 
appearance m a summer school in this country ; Dr. Eliza M. Mosher, lately appointed Dean of the Woman's Department 
at the University of Michigan, came to Chautauqua that season to look after the physical training of the young women ; and 

69 



diirini;' this year Mrs. Minily M. Bishop began ht-r work in Dclsarte, and her etforls have been crowned with unusual success. 
In 1S90 the (jymnasiuni proper was buiU on the lake front. A stock company was organized which assumed sujicr- 
vision of all the forms of recreation on the grounds. 

In 1S91 Mr. Jacob Bolin of New York City came to the school in place of Dr. Enebuske, who was called to Boston. 
.Since that time the institution has steadily grown ; the curriculum has been strengthened and the standard raised. 

As a principal object of the .School of Physical Education is to prepare teachers, the directors adhere to no one special 
system, but investigate everything in the line of rational gymnastics that is used or adopted in this country. 

The number of [lupils enrolled in 1895 was aI)ont 500. This included the members of all classes, nu'n, women, and 
children. The greatest number of pupils in the Normal Department was 130. When we consider that these men and women 
come from all parts of America and a number of them from abroad, a few from South Africa, some pride is felt in the fact 
that the work ilone at Chautauqua is being disseminated throughout many parts of llu- world. 

Inacklilion to the department of gymnastics, which includes bo.xing, fencing, wrestling, swimming, athletics,, football, 
and baseball, there is a bicycle school at the old rink, in charge- of Mr. W. S. Maltby, of New York City. 

Dr. McKenzieand Dr. Seaver, in i<S95, organized what is known as the r,raduates' Department, the object of which is 

to tre.it, or to teach the pujiils to treat, certain deformities that may 
be corrected or remedied by gymnastics and jiosture. 

All of the [ileasure boats are under the direction of the School 
of Gymnastics. On the north shore, at the C. .S. P. E. boat house, 
there may be found o\er 100 boats for rental. The sculls used are of 
the .St. Lawrence Ri\er ])attern, and are of a much better ilesign than 
is usually found at summer resorts. Young men are in constant at- 
tendance to give instruction in rowing. In addition to this livery, a 
V' number of small steamboats may be chartered, and lately na])htha and 

THE BOVS' CLUB CRUISER, "THE DOLPHIN." electric launches have made their appearance. 




^■a,n-i. 



Mr. Jesse Cranksliavv, of Akron, Ohio, who 
for years has had charge of the bathing, has 
f^reatly increased the facihties, built a new bath- 
ing house, and put tlie shore in the best con- 
dition. Rathiny at Ciiautau(iiia is safe and 
extremely popular. On any pleasant afternoon 
one may see hundreds of boys and girls, men 
and women, enjoying themselves in the water. 
There are so many boys at Chautaucjua 
who are not old enough to be interested in 
many of the lectures, but who spend si.x weeks 
there, that it seemed best to take some steps 
toward looking after them. Chautauqua is a 
good place for boys ; in fact there are few bet- 
ter, but even here it is well to ha\e them under 
some supervision. In 1893 it was decided to 
organize a department exclusively for boys between the ages of seven and fifteen years, and this was clone. 

During the year 1894 arrangements were made for the permanent organization of the Chautauqua Boys' Club. In 1S95 
there were 235 members. A large tent is provided by the Chautauqua Assembly, so the little fellows have their own head- 
quarters. Every morning they come together to listen to a short talk, hear singing or recitations, or receive a lecture lesson 
upon some subject of interest and value to boys. Daily at 2 o'clock they are drilled in the Gymnasium. Three limes a week 
they are placed in charge of Mr. George Buist, the instructor in swimming, and on certain occasions are allowed to go tcj 
what is known as Prendergast Point, where the boys' tent and camp are found. They are drilled in all kinds of athletic 
sports. There is a bicycle club, and a strolling club, and they are allowed to avail themselves, if they wish, of the 

71 




A GYMNASTIC CLASS AT THF. .'ANNUAL E.XHIHmON IN I I 



. H'.'/U 


-*«!f^ 


g 


'4 




t^\ 




u 


iPi^ 


p 


m 


w 


^ 



A GROUP OK BEGIN M' 



1 m; i;n:\ci,i'. 



advantages offered hy a number of the 
departments in the Teachers' Retreat, 
under the tuition of President Hervey. 
They receive instruction in geology, 
botany, and manual training. Every 
Sunday the Boys' Christian Ethics Club 
meets in the Gymnasium, and is ad- 
dressed by the most prominent speakers 
who come to the Chautauqua platform. 
The club is in a flourishing condition. 
Some years ago Mr. George E. Vincent and the writer discussed the possibility of building a large boat that might be used 
as a training ship for the young men between the ages of fifteen and twenty. Last summer they purchased the O/ivia, a boat 
nearly sixty feet long. This wms remodeled and made over into the shape of a man-of-war. The boat is- equipped with a 
twelve horse-power engine. It is under the supervision of a man who is competent to handle young men. The boys 
who join the crew live upon the boat, elect their own officers, with the exception of the commodore, and do their own work. 
They ply between the different points on the lake, spending the night either on board ship or at their camp. Special 
grounds are provided for these young men in case they wish to indulge in athletic sports, and the baseball field and the 
G\mnasium at Chautauqua are at their disi^osal. This j)ro\ides a delightful opportunity for the boys to learn to handle a 
ship. The craft, it may be well to add, is equipped with sails and most of the appliances found on a modern training ship. 
The middies wear the regulation sailor suit and are drilled in single stick and gymnastics. 

From this short history one may readily see how varied and comprchensi\'e are the op|)ortunities for physical education 
and recreation at Chautauqua. 



THE DEMOCRACY OF CHAUTAUOUA. 



Ry Hjalmar Hjorth Boyesen. 

THE nearest realization of democracy which I have witnessed dvn'ing a residence of a quarter of a century in the United 
States is the Chautauqua movement. Nowhere will a man find a heartier recognition of his human worth, apart from 
social advantages, church connections, or political affiliations, than at Chautauqua. There rank, wealth, and competitive 
rivalries are forgotten, and men and women meet, without affectation or constraint, on a broad basis of human fellowship. It 
is this remarkable phenomenon which first and last impresses me whenever I visit various "Assemblies" ofTshoots of 
Chautauqua — which are now scattered broadcast over the continent between the 
Atlantic and the Pacific. 

I have been told so often, that I had come to believe it, that the glaring 
inequalities which manifest themsehes in our social and economic relations are 
inherent in our nature, and therefore to be accepted as unalterable and final. In 
a certain sense that may be true, for inequality of mental equipment is bound to 
produce inequality in station. But need the mere fact that I am richer than you, 
or cleverer than you, or more learned than you, exclude the possibility of sym- 
pathy, understanding, and helpful intercourse between us? I am aware that 
most social philosophers maintain that it does. I was myself inclined to agree 
with them. But three summers' experience at various Chautauqua Assemblies, 
both in the East and the West, has convinced me that I was in error. No- 
where ha\'e I met men and women of more various creeds and callings, and 
discovered more frequently under the various denominational and professional 
shells the sweet kernel of a warm and true humanity. The realization of this 
idea of human l)rotherht)od was, in a sense, the aim and object of Chautauqua. 

73 




NEWSBOYS OF "THE CHAUT.VUQUA ASSEiMBLY 
HERALD." 



I confess it seemed to me a very Utopian schen.e u hen 1 first heard of it, and I associated ,t mentally w>th such soc.a 
experiments as that of Robert Owen at New Harmony, foredoomed to failure, because ignoring some of the funchmental 
trL of our con.mon nature. Particularly were my academic prejudices aroused by the proposal to crowd a m.scellaneous 
universitv curricuhnn into a sum.ner vacation of six or seven weeks, supplemented by correspondence and home readmg. 
How could anything but shallowness and pretentious superficiality result from such cramming, alternatmg wUh unsystematic 
browsing along the'edges of the arts and sciences? That much-abused saying that a little learning >s a dangerous thmg 
occurred to n^e, and I felt confident that experience would in this case demonstrate its soundness. In the hgh of later 
knowledge I am bound to admit that experience played me false, and that I was compelled to revise a multitude of precon- 

ceu-ed^^ouons^^ a Chautauqua audience is an experience which no one who has had it is likely to forget. The lecture, no 
nvater what is its subject, is usually preluded by a voluntary on an enormous organ that occupies one wall of the great Amphi- 
theater, the seating capacity of which is about seven thousand. It requires lungs as strong as the organ bellows to make one s 
self heard for a full hour in this wide, open edifice, unenclosed on three sides, under whose roof the sparrows fly to and f.o 
durinc. the lecture, and the audience, if the speaker fails to please them, get up and straggle toward the outer benches, whence 
they :ilently vanish into the woods. If, on the other hand, the lecturer succeeds in holding the attention of th.s vast assem- 
ble the inaudible but vet perceptible response which, like a rebounding wave, rushes toward him, fills hn. with a sensation 

^vhich fairlv lifts him off his feet. The unhappy orator makes his bow and is con- 
fronted with a sea of expectant faces. If he has a manuscript and expects to use 
- ^ it he is a lost man. To read a lecture to such a multitude is a waste of energy. 

'^1-.,' '^«1&'' " Unless you possess the faculty of pouring forth your v.ry soul in fluent and easily 
^^JJK^?^ ' comprehended speech, half or three fourths of your audience will have evaporated 
li^'^i'fe^- before vou have finished. But if your personality is sympathetic-if there is vital 
f I ^ ^^^ breath 'and power in vour words- it is marvelous how readily you are comprehended. 

Everv lecturer has an instant perception of the impression he is making. If 



■•IN W.^UIN'G." 

74 




MEMBERS OF THE KINDERGARTEN OUT FOR A "STRAW RIDE.' 



lu- talks to unheeding ears, the crowd of cold faces will rise like a 
oniy stone wall before him. If, on the other hand, he touches a re- 
sponsive chord, its vibration will swifdy fill the space, and in its 
reflex acti(in reach him. 

Ne\er in all my experience ha\-e I found a more delightfully 
intelligent and sympathetic audience than at the various Chautau- 
qua Assemblies. In the first place, to these people, information, 
science, learning is a precious thing, the opportunity to secure which 
has cost them many a sacrifice. Many of them are middle-aged 
men and women who have left their shops, or stores, or farms, or 
homes in charge of a friend or relative, while they employ their 
h u-d-earned vacation in gathering knowledge which is to lift their 
lives and serve them for thought and discussion during the remain- 
, HI- Kovv . i.i i; LAMi' der of the year. It is not, primarily, entertainment they seek— but 

n.ental in.provement. A goodly proportion are school-teachers from nearly every state in the Union, who have come because 
they feel the deficiency of their education, and are anxious to keep abreast of the science and literature of the age. They are 
by no means uncritical in their acceptance of whatever is offered them, but discriminate with great readiness between pre- 
tentious shallowness and trained maturity of thought and judgment. Professor Drvasdust will, with all his learnmg, easily 
find himself .nitstripped by scholars who do not possess half his erudition. 

It is the spirit of the man, no less than his accomplishments, which determines his failure or success. If there is vital 
force in him ; if he is imbued with that human fellow-feeling for his kind which seeks and values the real core of the person- 
ality without reference to factitious advantages or disadvantages, he will find himself in his element at Chautauqua. He w,l 
discover a new meaning in the word " American." If he has been a dweller in great cities, and amid the frightful mumcpal 
corruption has been inclined to despair of democracy, he will have all his fears set at rest. He will be con^.mced that the 

76 




great American people is both sufficiently intelligent and sufficiently moral to supply a safe foundation to the republic for 
centuries to come. Nowhere else ha\e I had such a vivid sense of contact and acquaintance with what is really and truly 
American. The national physiognomy was defined to me as never before, and I saw that it was not only instinct with intelli- 
gence, earnestness, and indefatigable aspiration, but that it revealed a strong affinity for all that makes for righteousness and 
the elevation of the race. The confident optimism regarding the future which this discovery fostered was not the least boon I 
carried away with me from Chautauqua. 




A GROUP OF CHILDREN. 



SOME CHAUTAUQUA SONGS AND POEMS. 



WE GATHER HERE A PILGRIM BAND. 
Song of /i"77. 

JOSEPHINE POLLARD. 

We gather here, a pilgrim band 

Whose home is set above, 
And, ere we reach the promised land. 

Prepare a feast of love. 
Then welcome, welcome, every one, 

To scenes serenely bright. 
Where Christ is our unclouded Sun, 

And in His praise unite. 

The morning dew, the fragrant breeze, 

The peaceful nights and days. 
The smiling lake, the waving trees, 

Forever speak His praise. 
Then welcome, welcome to the place 

Where hearts in love unite. 
Where we behold a Savior's face. 

And feel a saint's delight. 

The noisy world moves on afar. 

And all unheard its din ; 
For like a litde flock we are 

Securely folded in. 
Then welcome, laborers, one and all. 

To this reviving feast ; 
Witliin our royal banquet hall 

The greatest is the least. 



'Tis harvest time ; we bring the sheaves 

We've garnered through the year, 
And weeping o'er the worthless leaves. 

Behold the fruit appear. 
Then welcome, welcome where our souls 

New faith and courage find ; 
Where Jordan nearer to us rolls. 

And Egypt lies behind. 

We are the Savior's chosen band. 

His glorious face we see, 
Here on this strip of Holy Land, 

Nigh unto Galilee. 
Then gladly of our feast partake, 

And may new strength be given. 
Till every heart, like yonder lake. 

Reflects naught else but heaven. 



THE WINDS ARE WHISPERING. 

Soii!^ of iSj^. 

MARY A. LATHBURV. 

The winds are w-hisp'ring to the trees, 

The hill-tops catch the strain, 
The forest lifts her leafy gates 

To greet God's host again. 
Upon our unseen banner flames 

The mystic two-edged sword. 
We hold its legend in our hearts— 

"The Spirit and tlie Word." 




A CHAUTAUOL'A l-EKSl-EC ri\ E. 



C/ionis. — God blfss the hearts that beat as one, 
Tho' continents apart ! 
We greet you, brothers, face to face, 
Wc meet yoi: heart to heart. 

We wait tlie touch of holy fire 

Upon our untaught lips ; 
The "open vision " of the saints, 

The new apocalypse ; 
We wait — tiie children of a King — 

We wait in Jesus' name, 
Beside tliese altars, till our liearts 

Sliall catcli the sacred flame. 



ARISE AND SHINK. 
Sons; of iSj6. 

MAKV A. I.ATIIIU'KV. 

Lift up, lift up thy voice with singing, 
Dear land, with strength lift up thy voice : 

The kingdoms of the earth are bringing 
Their treasures to thy gates — rejoice ! 

Chorus. — ;\rise and shine in youth immortal. 

Thy light is come, thy King appears ! 
Beyond the Century's swinging portal. 
Breaks a new dawn — tlu' thousand years ! 

Net uho, reiiounrd in stale or story, 
.Shall enter while the Kingliest waits ? 

What star attract tliee when Ills glory 
Shines thro' the half unfolded gates ? 



Through wave and wilderness He sought thee. 
For thou wast precious in His sight ; 

Shone on thy night of blood, and brought thee 
Through pain and peril to the light. 

And shall His flock with strife be riven ? 

Sliall envious lines His church divide, 
When He, the Lord of earth and heaven, 

Stands at the door to claim His bride? 

Lift up the gates ! bring forth oblations ! 

One crowned with thorns a message brings. 
His word, a sword to smite the nations ; 

His name — the Christ, the Kin,g of kings. 

He comes ! let all the earth adore Him ; 

The path His human nature trod 
Spreads to a royal realm before Him, 

The Life of Life, the word of God I 



BREAK THOU THE BREAD OF LIFE. 

Study Sons;. 



l.ATHIUKV. 



.f life 



Break Thou the bread - 

Dear Lortl, to me. 
As Thou didst break the loaves beside the sea : 
Beyond the sacred page I seek Thee, Lord : 

My spirit pants for Thee, 

C) living Word ! 



BIl 



Thou till- trutli. deiir Loril, 



To tiK-, tt) nie, 
As Thini tiidst bless the bread by Galilee ; 
Then shall all bondage cease, 

AH letters fall, 
And I shall find my peace, 

My All in All ! 



RING, O BELLS, BESIDE THE SHORE. 

So/z^i; of /.sys. 

MAKV A. LATHIUKY. 

Ring, O bells, beside the shore, 

O'er and o'er, 
Where the forest temple waits. 
And uplifts her hundred gates 
To the eager feet of youth. 
To the seeker for the truth. 
Ring, O bells, your golden greeting, 
For the iiuiltitudes are meeting 
By the shore. 

Lo ! the Lord hath builded here, 

Year by year : 
And, unseen by human eyes, 
Did the holy temple rise 
To the Master's fair design. 
For a shelter and a slu'ine. 
For the Word — and its unsealing. 
For the Life — and its revealing : 

God is here ! 



Oh, give thanks unto the Lord 

For His Word ! 
Doubt and darkne.ss roll away 
From the golden dawn of day, 
As between the lettered lines 
Of the Word the Spirit shines ; 
And behind the type and story 
Glows the knowledge of the glory 

Of the Lord ! 



JOIN, O FRIENDS, IN A MEMORY SONG. 



\oniia/ .lliimui Song. 
MAKV A. LATHnrRV. 

Join, O friends, in a memory song, 
A song of service, of faith, of praise ; 

Of love that gathers its fiber strong 

F"rom forest soil and Chautaiuiua days. 

Chorus. — Sing, O sing ! for the Word shall spring 
From seed to scion, from bud to l)Ioom, 
Since life immortal the Lord did bring 
From the Seed that fell in an open tomb ! 

Join in singing of hope, O friends, 
The L(jrd is coming his own to bless. 

And tried and true is the band He sends 
To o|)en a way in the wilderness. 

After tile briar, the thorn, the weed. 

Shall spring a plant of a wonilrous birth : 
And Love — the flow'r of a heavenly seed — 

With bloom and beauty shall fill the earth. 



8l 



BRIGHT GLEAMS AGAIN. 
The First Anniversary Song of the C. I.. S. C. 

MKS. 1.. H. lU-GliKE. 

Bright gleams again Chautauqua's wave, 

And green her forest arches. 
As with glad heart and purpose brave, 

The student homev\ard marches ; 
Before him rose the pleasant goal. 

Thro' all the year's endeavor. 
Blest inspiration of the soul ! 

For light aspiring ever. 

Refrain. — Once more we stand, a joyous hand, 
Our songs to heaven upsending ; 
They freely rise, a sacrifice 

Of prayer and praises blending. 

Our college halls are grand and free. 

Her charter heaven granted ; 
Her roof the summer-crown<;d tree. 

Where nature's hymns are chanted ; 
And round her shall her children cling 

With loyal love and duty, 
And yearly all their offerings bring, 

Of gathered wealth and beauty. 

From the vast ocean shore of thought, 

We bring our earliest treasure. 
With many a golden memory fraught. 

And many a lofty pleasure ; 
We offer now our work to Him 

Whose loving light hath guided, 
Thro' pathways to our knowledge dim. 

From His great thought divided. 



.SONG OF THE C. L. S. C. FOR 1880. 



.M.\KV .\. L.VTHIilRV. 

A SOL'ND is thrilling tliro' the trees, 

And vibrant thro' the air ; 
Ten thousand hearts turn hitherward, 

And greet us from afar : 
And thro' the happy tide of song. 

That blends our hearts in one, 
The voices of the absent flow 

In tender undertone. 

Chorus. — Then bear along, O wings of song. 
Our happy greeting glee. 
From center to the golden verge, 
Chautauqua to the sea ! 

Fair wisdom builds her temple here. 

Her seven-pillared dome ; 
Toward all lands she spreads her hands, 

And greets her children home ; 
Not all may gather at her shrine 

To sing of victories won. 
Their names are graven on her walls — 

God bless them, every one ! 

O happy circle, ever wide 
And wider be thy sweep. 

Till peace and knowledge fill tlie earth 
As waters fill the deep ; 

Till hearts and homes are touched to life. 
And happier heights are won ; 

Till that fair day, clasp hands and say- 
God bless us, every one ! 




A GROUI' OF COTTAGHS. 



All Mil i:\Rlll Is \\U M-n D IN SHADOW A SONC, ol' k i:C( )(;\ ITh )\' PAV, 



\ii:/i/ Sdin:. ( y,i\.\ oi /ss.- 



W. V. SlIl'liWIN. 



UK l.v Ih. M hull .,1 III. 1 1. ill 1,1 111, r,,,)M " nlillelh.-Ki.i.lu.ilcs.iu-liMssii.KllK 



MAKV A l.AllllirKV, 



Arhiss\'iKllS,Tvi.i-iHlK-l.U'ii,liM.u. inlhc llull.il IMnlns(,|,lu i.l < iKuilMiuiua, nn SlNi; pa'aiK ii\> r lllc- li.ist ' 

li« C 1... 1.... *■ II I.... U.. 1.1.... 1\.... 'fl.i : .1.1.11 1 .. . . J 1 . I . . . 



Ii.ui- ur ho|H- ti> look, fiirii|)turcil, 
I'luiM llu- iiinuiitaiii li)|i suiiu' iliy 



I'lMlls lllr r.ulh III lllr. I llw li..;lu . 
('..Ml, 111 -aMll .lllll Mil Ihr IMOIIlilli; 
W'Ik 11 Kill In I sll.lll II. .1,1 lllr luiullt. 



il is "ill llu- iiiiilsl " u( al 



Wi- luiix llu- ili-.ul \,;iis IciukTly, 



lilt- SuM.lnv ivi'iiiiiK liilU.wiiiK K,-ii)Knili..ii Diiy. Tliis sim\ l.i.' is liik-iuUil csiKHliiUy 
forlhi-Kiiiiluntiii(jrliissi>l thi; m<-i7 year; ninl llic " NIkIU Siiiir," wriUcn orlglimlly 
forlhennHH.if iSSj, lmsli«-iiii«',l..nlliis.uv»si,inl.yMllsiil.scciui-iiteln9»e». '" '""' ''"'" ''K'Hi' '" ctiTlllty, 

All satV in its ciiilc vast, 



Al 1 llu- rarlli is vMa|ipiil in -.li.uliuv, Sinn' pa-aiis ,i\ri- llu- past 

Ship aiul iiiKKi-'l iliiiilis (Mil uay ; 



l''arru,-ll, laivurll l,i llu- ( i|,l ' 
li.iiralli Ihr an lu -,, am! ..lu- l,\ ,iiu-. 
1-roiii SUM to shaik- and liDin shade- to sinj 
C/iona.' -Oil, pivss onuaid -.lill ' lnu-w i ^^'^' i'-'^^- •""' ""■ V'"'^ •"•'■ '"!'' 



l''ari-\vi-ll, lan-wc-ll to llu- Ol.l. 



And hail, ,ill h,iil 1,1 llu- N<-u ! 

llu- liiliirr li, s lik,- ,1 u.uld lu-u I.,. in, 

All si. rp> d in •.iin-,hini ,iiiil iiii-.l-, ol nioin, 

Aii.l ,ii,li..l uiih ,1 ,l,iiidl,-ss l.lu,- 

All h.iil, ,ill h,iil li. llu- W-u ! 



\',iinlv h,i\<- u<- look.d ,111,1 lislnu-d, 

\\'i-.ii\ now u<- lilt oui (-\,-s ; 
Lo ! with tliiillinj; j;a/i- and ti-iuk-r, 

.Stars look down iVom lirndiii^ skies. .All lliiii-.;-,, ,ill ihiiu^^s ,ii,- \,hiis ! 

'I'll,- sp,Ml ,11' n,ilions. 111,- ,iils snlilin 
lVa(-,- is in llu- wavrl.-rs pk.shiiiK. -|-1,,,, ,,,-, h ilu- a-.;rs li,iiii , I.Ksl linu-, 

Slrt-n^th is in tin- ninhl wind's <-all ; pi,,. \\ ,,,,1 ||, ,1 i,,, |^,, ,,,,,|||,.|.^_ 

t'kispiiiK hands .niv lu-lp, aiul always \ll ,1,1,,,,., .n ii,!,,,,. 



\ o^l^^ 



.\ris,- ,in,l ,,iii.|iii I Ihr kind ' 
C'oiir.i^i-. Iluii ! tin- ,111- i^rows pnri-r— Nol oiu- sli.ill l.nl m ih, 111, in h ol lilV ; 

l.o,ik ! i-'i-M no» llu- ,l.i\Mi draws ni;.;-h ; Not oik- >h,dl l.iU in iIr- lunir of strilV- 

(lo.ils yt-l nr.in.l, 1 \\,iil ,.111 winihiii-. Who trusts in llu- Lord's rii;hl h.uid. 

On tlu,- iiionnMins, liy ,in,l liy. Arise and i-oiuiiu.-r Ihu knul ! 

84 



The lord shall sever Ih,' sea ! Spreail C.irlli llie least llie .1, w and niainia lall, 

Aiul (i|K n a uay in llie uiKliiness, And aniM Is uliis|ui, ■' Diink \e ,,l il, all 

Tolailh Ihal lullows— lo led llial press Diink i.l His linlh, and leed n|M>n His love, 
On, into tin- ^real To-He ! Willi sainis al.ove ' •' 



The Lord shall sever the sea ! 
ARISi;, ALL SOULS, ARLSIC 

C'/d.s.s .S(V/i,' of iSi)ii: "Till' /'iiiidli.s.' 



His breath divine 



Arisi', all • v.. arise 

To nn ,1 \,,iii ( ,nesl ! 
His li^dil llann ., Iioni Ihe Ivisl 

I'nlo die Wesl. 



The Lord ol l.arlli an.l Heaven is al ihi' d •, 

MAUV A. l.ATIllU'kV. II e eonu s lo 1 JI eak 1 I I , 1 H ead I o a 1 1 liisiioor. 



Aris,- anil ser\e uilh Mini Hi 
All sonls. arise ! 



Akisi:, all sonls, arise I 

The uatc h is past ; 

A uliHN l.re.iks above- 

The elondal last. l';\'l':NrN( ". PRALSR. 

Till re eonies a rnshin^;, niij^hly wind attain ! H'riZ/iii /or /lii- ('/kiii/uik/ioi Siiinfuy I'lW/hi I lo 

The bre.ilh ol (,,«l IS still die iile of men ; ^i^^,^ ^ iMiiiauv 
The ^.y^ as. . iidiiiv lills Ihe vvailinn sUies, 

All sonls, aiise ! I''^^' !'■ ''V'"". i" ""' \\''"'l ■ 

I le,i\ 'n is loiK hill;.; e.ii ill \\ illi rest ; 

Iteoiiies the breath ..r (.od W.iil ami worship u liile Ihe iu;j,lil 

'I'hroUKh all Ihe ski.s ! Sels her c \.iiiiiy, lamps ali'dil 

To live -to breallu- uilh I lim. Thro' .ill ih,- sk\ , 

All sonls, aiise! C/wz/.v.^ 1 b.lv. holv . holv. l.oidi.odol Hosts! 

Open die windows lou.ird Ihe sliiniii'^ hiasi ; II, .iv'ii .iiid ..iilh ai. hill ol I h, e ! 

Call ill the Kllesls, and spre.id .1 uider least, 1 1. .iv n .iiid e.iilh .10 pi.iisiii^; Thee, 

The Lord ponrs forlli .is s.k ranunl.d wine ( 1 l.jid, iiio.i hie.li 1 



Lord ol hie, belle.lHl llie dollll 



It comes— a larger lite, Ol Ihe I'liiveis.-, 1 li\ home 

A deeper brealh ; (iallur ns who seek lliv la, 

Arisi', all sonls, arise, To ihe lo|,l .,1 I h\ , inbraei 

And ((impiir dealli ! hor 1 lion ail iiieli. 

85 



CLASS OF 1893. 

' ' The Athciiiaiis. ' ' 

IIARRIIiT I'KHSCOIT SPflFP'ORn. 

F.viK Stood lliu lcnipli.-s 011 tlic liill, 
The shining temples vast and still ; 
In the blue dazzle of the sky 
Above them Pallas towered on high. 
White with the legis on her breast, 
White with the spear she held in rest, 
The fearless sovereign of the soul, 
The Heavenly Wisdom, ruled the whole. 

In those vast temples on the steep, 
With gold and ivory glimmered deep — 
Perfect in tint and pure in line 
The length of the remotest slirine. 
The inner beauty answered all 
The splendor of the outer wall. 
The thing was faultless as it seemed — 
That loveliness a god had dreamed ! 

Athenians of a later year, 

Lift in a service as sincere 

Your temples, and build up the shrine 

With loveliness no less divine ! 

To larger, loftier life increase 

With yours tlie glory that was Greece, 

Truth's white fire all your spirit lill. 

And Heavenly Wisdom rule you still ! 



ST. PAUL'S GROVE. 
Tenth Anniversary of the Dedication of iSyS-iSSS. 

M.\KV ,\, l.ATHBURY. 

A Rii'i'i.K rose upon the lake 

And left a circle there, 
"A pebble from the shore," some said, 

"Sent singing through the air." 

But one, whose visions sometimes fall 

Beyond our common ken. 
Looked up and said : " .\ tluiught of Cod 

Has fallen among men." 

We marked the circles as they spread : 
We watched the long bright hours. 

Till all the lonely shores replied, 
"The thought of God is ours." 

The singing sedges bore it on ; 

The grasses to the grain — 
The wot)dland to the mountain pine 

Whispered the thought again. 

Till through the highways of the world, 

The paths of air and sea, 
A thought went tlirobbing on its way 

Into Eternity. 

The hours are years : the years are ten : 

Tlie circles- -wliat are they ? 
A hundred thousand hearts bear on 

The thought of God to-day. 



86 



Throiij;h nisny a heart and many a home 

The hvhig current flows : 
The weary waste and wilderness 

Has blossomed as the rose. 



Where is the prophet — wliere the seer 

Anointed to behold 
The years, by tens, run down the glass 

Of time like sands of trold ? 



And o'er the clamor of the world, 
Its sounds of greed and strife, 

A voice is crying, clear and sweet, 
"The only wealth is life." 



And when a hundred tens are told- 

O far Eternity ! 
Thy years alone may tell us what 

A thought of God shall be! 




IN THE MEADOWS NEAR CH Al'TAtUjUA. 



RHCOGNITION AND RKLATIONS. 

INSTITUTIONS of learning of intiTnalional fame usually possess the dignity of great age. Only two or three universities 
in this CDinilry have won txlenilid reroi;nilion within a period of twenty-five years. 

1 1 is now but twenty-two years since the beginning of the Chautauqua movement, yet that name is distinctly and widely 
known on both sides of the ocean. The historian of social progress during the last half of the now vanishing century will 
give this movement honored recognition. 

There were a few besides its founders who had the jirophetic \ision to foresee its growth and usefulness, but to the mass 
of scholars it seemed at first a scheme of doubtful utility. Many declared that it would |)ut a premium upon suiierficial 
attainments and check aspiration for high culture. .Such criticism has i)i-actically ceased. Higher learning now recognizes 
and commends the movement which has from the lirst encouraged all who can to secure a liberal education. Chautauqua 
has inspired many a youth to enter the seminary, the college, and the university. College presidents and professors of the 
oldest institutions of learning, in large numbers, have written in praise of the Chautauqua sys- 
tem, ha\e lectured ii])on its platform, and taught in its schools. 

They realize that this attempt at ])opular enlightenment is not offered as a substitute for 
college training, but as an earnest effort to help all classes, especially those whom the college 
does not reach, and it is high praise that it has greatly stimulated the schools to devise better 
means for instructing the masses of our i)eoi)le. 

Chant. uiqua h.is alwavs been fortunate in the sujjport it has received from the jjress. The 
newspa]iers, with few exceptions, ha\e been its loyal allies. Intelligent and painstaking cor- 
respontleiils ha\e immensely widened its audience and distributed to a vast constituency the 
seeds oi truth. Justice demands that such hearty coiiperation for public improvement and 
rational enjoyment should be recognized. I'"rom the \ illagc ])apcr to the great daily, from the pop- 
ular magazine to the controversial monthly, there has been the expression of this friendly feeling, 
letl to give the movement cordial su])port. Ministers of all denominations have felt that this 

88 







A CHAUTAUQUA llOA 1. 

Nor has the pulpit 




THE BASEBALL GROUNDS. 




A l\ V\IX I'liK 



hflonys lo "the things that make fur rij^hteousncss." Thuy have as- 
sistid hi forming "circles." Hand in hand with tlie secular teachers 
the y ha\e taught in tlieni, and stimulated public opinion in their favor. 
i"lu\- ha\c' realized that Chautau(|na is devout ; favorable to learning, 
science, art, but mure than all else, religious. Ai)o\e all other mottoes 
is written her reverent inscription, "We study the Word and Works of 
(iod." 

("haiUauqua bears a close relation to certain other great movements 
ol our tiuK-, of which three may he briefly mentioned. The first is Uni- 
versity Extension. In 187-^ Mr. Miller and Di'. \'incent secured the 
right to use the grounds of the Chautauc|ua Camp-Meeting Association 
and began to arrange for a great educational meeting to take place in the following year. In 1873 University E.xtension 
work was commenced in England. No one will fail to see that these simultaneous movements have points in common. A 
few years later Dr. Vincent, while in England, made a specific study of the system there inaugurated. The first detinite 
American plan, showing at once the aims, method, cost, and history of University Extension lectures, was drawn u\) at 
Chautaucjua by Dr. Herbert B. Adams, in the summer of 1888, and was printed in the following .September by the Chau- 
tauqua press. Lecture courses after this plan have each year since then been given, both at the summer meetings and during 
the year, under the auspices of the Chantainiua Literary and .Scientific Circle. While it is thus seen that the Chautauqua 
movement sustains an honorable relation to I'nixersity ICxtension, it is cheerfully conceded that the colleges and universities 
have in their array of able professors the natural supply for this great service, and some of iheni ha\e not been slow to enter 
upon this noble work. 

Chautauqua has greatly encour.iged, directly and indirectly, the form.ition of literary clubs and societies other than those 
which come under its own su[)ervision. Every intelligent observer must have noticed the great advance in this respect that 
has taken ]ilace during the last twenty years. Browning Clubs, Home Ctilture Clubs, (irange organizations. Round Tables ; 



clubs for the study of special scientific subjects, reading courses in the various young people's church societies, such as the 
Christian Endea\or, Epworth League, and similar organizations, contribute to the intellectual life of many communities. 
There has been a great increase in the reading of good and instructive books, as is shown by the reports of librarians. There 
is a marked improvement also in the manner of reading, which has resulted in the formation of more systematic habits of self- 
culture. 

In the third place, the Chautauqua of New York is the mother of many lovely daughters, who are proud to a acknowl- 
edge this relationship. They are now sixty-four in number and are found in thirty-two different states (see appended list). 
These Chautauquas extend from the lakes to the gulf, and from ocean 
to ocean. The sites that have been chosen for them are among the most 
picturesque and beautiful locations for a summer outing in the whole 
country. The balsam of the pines, the healing breezes of the semi- 
tropics, the salts of the ocean, and the ozone of the moimtains are made 
to contribute to j)hysical health at the same time that intellectual vigor 
is secured. 

Perhaps some of the best of the results derived from this Chautau- 
qua movement are somewhat intangible, but none the less real. Among 
these may be named an increase of hopefulness in the hearts of the lowly 
and heavy laden ; more comradeship between the children of the schools 
and their parents, who were unblest with early scholastic advantages ; 
opportunity for im])rovement in tlie shop, the factory, and the field ; the 
removal of the time-limit idea in education by emphasizing the homely saying, " Never too old to learn" ; and the culti- 
\-ation of a sjjirit of a mutual helpfulness between the educated and the uneducated as a basis of confidence and esteem. 




rll'.R AXU LAKli FROM THE IIOTKL lOWI.K 



LIST OF CHAUTAUQUA ASSEMBLIES. 



Acton Park, Indiana. 

Atlanta, Georgia. 

Bay View, Petoskey, Michigan. 

Beatrice, Nebraska. 

Black Hills, South Dakota. 

Central New York, TuUy Lake, N. Y. 

Clarion District, Pennsylvania. 

Conn. Valley, Northampton, Mass. 

Crystal Springs, Mississippi. 

Cumberland Valley, near Harrisburg, Pa. 

Demorest, Georgia. 

Detroit Lake, Minnesota. 

Devil's Lake, North Dakota. 

Eastern Maine, Northport, Maine. 

Epworth Park, Barnesville, Ohio. 

Florida Chau. , De Funiak Springs, Fla. 

Georgia Chautauqua, Albany, Georgia. 

Hackley Park. Michigan. 

Hedding Chautauqua, E. Epping, N. H 

Iowa Chautauqua, Colfax, Iowa. 

Island Park, Rome City, Indiana. 



Kentucky Chautauqua, Lexington, Ky. 

Lakeside Encampment, Ohio. 

Lake Madison Chau., South Dakota. 

Lancaster, Ohio. 

Long Beach Assembly, California. 

Long Island Point o' Woods, L. I. 

Long Pine Chautauqua, Nebraska. 

Missouri Chautauqua, Sedalia, Missouri. 

Monona Lake, Madison, Wisconsin. 

Monteagle, Tennessee. 

Mountain Lake Park, Maryland. 

Mt. Dora, Florida. 

Nebraska Assembly, Crete, Nebraska. 

N. E. Assembly, Framingham, Mass. 

Northern N. E. Assem., Fryeburg, Me. 

Ocean City, New Jersey. 

Ocean Grove, New Jersey. 

Ocean Park, Maine. 

Ocmulgee, Hawkinsville, Georgia. 

Ottawa, Kansas. 

Ozark Mt. Chautauqua, Arkansas. 



Pacific Coast Assembly, Monterey, Cal. 

Penn. Chautauqua, Mt. Gretna, Pa. 

Piasa Bluffs, Illinois. 

Puget Sound Assembly, Washington. 

Ridgeview, Pennsylvania. 

Rock River, Dixon, 111. 

Rocky Mountain, Glen Park, Colorado. 

Round Lake, New York. 

Ruston, Louisiana. 

Salem, Nebraska. 

San Marcos, Texas. 

Shenandoah Valley, Harrisonburg, \'a. 

Silver Lake, New York. 

S. Oregon Assembly, Central Point, Ore. 

Spirit Lake, Iowa. 

Talladega, Alabama. 

Texas Chautauqua, Georgetown, Texas. 

Viroqua, Wisconsin. 

Waseca, Minnesota. 

Waterloo, Iowa. 

Willamette Valley, Oregon. 
Winfield, Kansas. 



92 



